The factors in the development of the child include. In the video, the teacher shares the experience of socialization of preschoolers

20.09.2019

Factor - translated from Latin "making, producing", i.e. driving force any process or phenomenon.

There are 3 factors that determine the formation of personality:

v Heredity;

v Education;

They can be combined into 2 large groups: biological and social.

The task of pedagogical science is not to state any factor as the main one in the development of the personality, but to determine the ratio of factors: under the influence of which of them development occurs to a greater extent.

Heredity- what is passed down from parents to children, what is in the genes. The hereditary program includes constant and variable parts.

Permanent part- ensures the birth of a person as a representative of the human race.

Variable part- This is what makes a person related to his parents. It can be external signs: eye color, blood type, predisposition to certain diseases, features of the nervous system, etc.

Children are like their parents and this is undeniably recognized by everyone. But the subject of discussion is the question of the inheritance of moral, intellectual qualities, special abilities.

Are abilities and inclinations transferred? Many foreign scientists (M.Mntessori, E.From and others) are convinced that not only intellectual, but also moral qualities are inherited.

Pedagogical theories Soviet period they defended only biological inheritance, everything else - morality, intellect, was considered acquired in the process of socialization. However, academicians N.M. Amosov and P.K. Anokhin speak in favor of the inheritance of moral qualities or, in extreme cases, the child's hereditary predisposition to aggressiveness, cruelty, deceit. This problem does not yet have a clear answer.

However, one must distinguish congenital inheritance and genetic.

AT last years a new branch of pedagogy emerged - prenatal pedagogy, studying the possibility of influencing the development of the embryo. At the same time, it is possible to influence not only the health of the unborn baby, but also its emotional sphere, and through it, the aesthetic and intellectual development. Such an influence is carried out through a way of life (it’s good if a mother experiences positive emotions, listens to music, reads poetry, talks with a born baby. If a child hears the voices of both parents, he gets used to it and after birth he recognizes and calms down when he hears. In this case, the child is born With innate qualities . But both congenital and genetic should not be considered unchanged.

“In my opinion,” writes the Japanese scientist Masaru Ibuka, “in the development of a child, education and environment play a greater role than heredity. The question is what kind of education and what kind of environment will best develop the potential abilities of the child.”

Wednesday in the broad and narrow sense of the word.

Broadly means climatic and natural conditions, state structure, culture, life, traditions. In a narrow sense, the immediate subject environment.

In modern pedagogy, there is the concept of "developing environment" (V.A. Petrovsky). The developing environment is understood not only as subject content. It must be built in a special way in order to most effectively influence the child.

When we are talking about the environment as a factor of education, we also mean the human environment, the norms of relationships and activities adopted in it.

The social environment provides the child with the opportunity to interact with the people around him, to see social phenomena from all sides. Its influence is, as a rule, spontaneous, hardly amenable to pedagogical leadership. This leads to many difficulties on the way to becoming a person.

But it is impossible to isolate the child from the environment. This is fraught with a delay in social development.

The influence of the environment on the formation of a person is constant throughout his life. The difference is only in the degree of perception of this influence. For small child An adult plays an important role in choosing the environment. The environment can slow down the development of the personality, activate it, but cannot be indifferent to development.

The third factor influencing the formation of personality is upbringing. Unlike the first two, it always wears:

targeted nature;
corresponds to the socio-cultural values of society;
implies a system of influences on the personality - a single impact does not bring tangible results.

For all their importance, heredity, environment and upbringing do not ensure the full development of the child. Why? Because they all involve influences that do not depend on the child himself. He does not influence in any way what will be in his genes, he cannot change the environment, he does not determine the goals and objectives of his own upbringing.

Activity acts as a necessary condition for development. Activity is a stimulus to activity. But if activity is not organized, then activity finds a way out and can take undesirable forms (pampering, aggression).

Issues for discussion:

Task for independent work:

Write out from the dictionary the basic concepts of heredity, environment, upbringing

4
Ural State Pedagogical University
Faculty of Music and Art Education
Important age features of the development of a preschooler
Completed by: Kuznetsova M.I.
I course, 105 group
Head: Pogorelova N.A.
Yekaterinburg 2009 Content

Introduction................................................. ................................................. ............3
1. Biological and social factors of development .............................................. ..four
2. Age features preschooler .................................................. ............6
3. educational process necessary for the formation of the qualities of a child's personality .............................................. ................................................. ...................12
Conclusion................................................. ................................................. ..........eighteen
Material used ....................................................................................... 1 9
Introduction

A child is born with certain innate inclinations, they create only certain organic prerequisites for his mental development, not fatally predetermining either the nature or the level of this development. Every normal child has enormous potentialities, and the whole problem lies in creating optimal conditions for their discovery and realization.
In my work, I want to consider the biological and social factors of development that affect human development and the formation of a child's personality, to identify important features a child of preschool age, because at each age level a certain psychophysiological level is formed, on which the result of development, the structure and functional capabilities of the future personality largely depend. And to understand the educational process, its most important enrichment in the development of children, those psychological processes and qualities that develop most intensively at a given age and are most valuable in the formation of personality.
1. Biological and social factorsdevelopment

Some time ago, disputes flared up in science about under the influence of what factors a person develops, the transformation of an individual into personality. Today scientists have found great arguments that unite their positions. The subject of scientists was to find out the reasons for the formation of personality. stand out three factors: human development occurs under the influence of heredity, environment and upbringing. They can be grouped into two large groups - biological and social development factors.
Let's consider each factor separately in order to determine under the influence of which of them development occurs to a greater extent.
Heredity - this is what is passed from parents to children, which is embedded in the genes. The hereditary program includes a constant and a variable part. The constant part ensures the birth of a person by a person, a representative of the human race. The variable part is what makes a person related to his parents. These can be external signs: physique, eye color, skin, hair, blood type, predisposition to certain diseases, a feature of the nervous system.
But the subject of different points of view is the question of the inheritance of moral, intellectual qualities, special abilities (ability as some kind of activity). Most foreign scientists (M.Montenssori, E.Fromm, K.Lorenz and others) are convinced that not only intellectual, but also moral qualities are inherited. Domestic scientists long years adhered to the opposite point of view: they recognized only the biological heritage, and all other categories - morality, intelligence - considered acquired in the process of socialization. However, academicians N.M. Amonosov, P.K. Anokhin speak in favor of inheritance moral qualities or, in any case, the hereditary predisposition of the child to aggressiveness, cruelty , deceit. This serious problem does not yet have a clear answer.
However, one should distinguish between congenital inheritance and genetic inheritance. But neither genetic nor innate should be considered unchanged. In the process of life, changes in congenital and hereditary acquisitions are possible.
“In my opinion,” writes the Japanese scientist Masaru Ibuka, “education and environment play a greater role in the development of a child than heredity ... The question is what kind of education and what kind of environment best develop the potential abilities of a child.”
The development of the child is influenced not only by heredity, but also Wednesday. The concept of "environment" can be considered in a broad and narrow sense. The environment in a broad sense is the climatic, natural conditions in which the child grows. This is the social structure of the state, and the conditions that it creates for the development of children, as well as culture and life, traditions, customs of the people. Environment in this sense affects the success and direction of socialization.
But there is also a narrow approach to understanding the environment and its influence on the formation of a person's personality. According to this approach, the environment is the immediate subject environment.
In modern pedagogy, there is the concept of "developing environment" (V.A. Petrovsky). The developing environment is understood not only as subject content. It must be built in a special way in order to most effectively influence the child. In pedagogy, when it comes to the environment as a factor in education, we also mean the human environment, the norms of relationships and activities adopted in it. The environment as a factor in the development of personality is essential: it provides the child with the opportunity to see social phenomena from different angles.
The influence of the environment on the formation of personality is constant throughout a person's life. The difference is only in the degree of perception of this influence. Over the years, a person masters the ability to filter it, intuitively succumb to one influence and evade other influences. For a small child, an adult serves as such a filter until a certain age. The environment can restrain development, or it can activate it, but it cannot be indifferent to development.
The third factor influencing the formation of personality is upbringing. Unlike the first two factors, it always has a purposeful, conscious (at least from the side of the educator) character. The second feature of education as a factor in the development of the individual is that it always corresponds to the socio-cultural values of the people, the society in which development takes place. This means that when it comes to education, positive influences are always meant. And finally, education involves a system of influences on the personality.
2. Age features of a preschooler

Preschool age. It is divided into several smaller stages: junior, middle, senior preschool age. In preschool institutions, according to this periodization, age groups are formed: the first and second junior, middle, senior, preparatory to school.
The beginning of preschool age is usually correlated with the crisis of 3 years. By this time, if development in early age passed normally, and education took into account the laws of amplification, the child grew to about 90 - 100 cm, increased in weight (about 13 - 16 kg). He has become more dexterous, runs easily, jumps, although on two legs at once and not very high, he catches the ball with both hands at once and presses it tightly to his chest. Physically, the child has clearly become stronger. He became more independent, his movements are more coordinated and confident.
Nature wisely stabilizes the pace of development, preparing for the next "jump", which will occur in 6 - 7 years.
The physical development of the child is still associated with the mental. At preschool age, physical development becomes a necessary condition, a background against which the child's all-round development successfully takes place. But the mental, aesthetic, moral, i.e. purely social, development is gaining momentum.
A preschooler actively learns the world around him, wants to understand, understand, observes phenomena, events. During this period, memory, thinking, speech, and imagination are actively developing. With well-organized pedagogical work, children master concepts, acquire the ability to draw conclusions and generalize. P.Ya.Galperin noted that “on the basis of a phased methodology, we received in 6 - 7 years (and even at 5) … mental de actions and concepts that, by generally accepted standards, correspond to the level of thinking in adolescence…».
Alertness of mind, curiosity, good memory allow a preschooler to easily accumulate such a mass of information that is unlikely to be repeated in subsequent periods of life. Moreover, children demonstrate the ability to assimilate not only disparate meanings, but also a system of knowledge. And if, as noted by L.S. Vygotsky, until the age of 3, a child studies according to his “own” program(in the sense that the baby still cannot retain and perceive the knowledge system and follow the motive of an adult teaching it), then after 3 years the thinking of a preschooler is already quite ready to understand cause-and-effect relationships and dependencies, though if they are presented in a visual way figurative form. The thinking of children is concrete, scientists believe, if they are given specific, fragmentary, disparate knowledge. But if you give knowledge about the simplest connections and dependencies, preschoolers not only learn them, but also use them in their reasoning and conclusions. “If a person appeared on Earth, then God created him,” the 5-year-old child states thoughtfully. Or such statements: “Men cannot bear children. And they need to help women. For example, wearing heavy things”, “Well, how can such a small heart love your family so much?!”.
Curiosity stimulates the child to research activities, experimentation (N.N. Poddyakov), to ask questions to adults. By the nature of the questions, one can judge at what level of development the child is. The first questions of a preschooler are connected with the desire to designate the world around him. Therefore, children's questions most often begin with an interrogative word (" What , who this is ?», « How does is called ?"). similar questions , of course, also arise later when meeting with each new object, phenomenon, object. But at this time-period" what and who » - no questions yet regarding causality and dependencies. And only later, at about 4 - 5 years old, questions begin to appear with an important question word how ? (« How to do it ?”) and, finally, with the word why ? (« Why does the sun shine ?», « Why is grandma crying ?», « Why is the sea water salty ? etc.). from thousands why ? adults get tired but these questions testify to the inquisitiveness of the child's mind, the desire of the child to know. If adults do not respond properly to his questions, cognitive interest gradually decreases and is replaced by indifference. However, a remarkable feature of preschool childhood is that interest in knowledge, curiosity are quite stable.
Among objects social peace which the child learns, he himself finds. The preschooler shows interest in himself, in his body, to your gender, to your feelings, experiences. Psychologists call it development of self-awareness. By the older preschool age, the child already knows quite a lot about himself, knows how to control his own feelings and behavior, which contributes to the appearance of arbitrariness of behavior.
Everyone knows that preschoolers love to fantasize, invent, imagine something. There seems to be no limit to their fantasies! “I'm not Lisa, I'm Pacahontas,” the girl declares. A minute later you address her as Pacahontas and hear: “No, I am no longer Pacahontas, I am Herta.” And so constantly. The child is in the world of images that attract him; draws, invents his own songs, etc. This is very good and useful for the development of a creative personality. "Creative child, creative person, - writes N.N. Poddyakov, is the result of the entire lifestyle of a preschooler, the result of his communication and joint activities with an adult, the result of his own activity.
At preschool age, the child develops imagination. The material for the imagination is the knowledge about the environment that it acquires. True, much depends on how this knowledge is assimilated - only by memorization or figuratively, visibly, consciously. Although the imagination of a baby is much poorer than the imagination of an adult, for a developing personality it is a rich "building" material from which buildings are erected. e intellect and emotions.
Children actively expand their own vocabulary and, which is very important, think about their meaning, try to explain the meaning of new words for them. (“What is a lampshade? Is it a person who is adored?”, “And why is she so hot - she mourns and mourns?”). Word creation, characteristic of a 4-5 year old preschooler, serves as an indicator of normal development and at the same time indicates the presence in little man creative start.
The achievement of preschool age is the development different types activities: gaming, artistic, labor. Starts to develop educational activity. Of course, the main, leading activity is the game. Compared to how a child played at an early age, it can be noted that the game has become more diverse in terms of plot and roles. Now it is much longer. The child reflects in the game not only what he sees directly in his environment, but also what he was read about, what he heard from peers and older children, etc. The game satisfies the need of children to know the world of adults and provides an opportunity to express their feelings and attitudes.
At the age of 3, the kid happily performs labor assignments, strives to help the elders in all their household chores: washing dishes, cleaning, washing. The famous "I myself!" it can develop into a desire to work, but it can also go out, and the transformation will not take place. It depends on the attitude of adults to the child's manifestations of independence. But a preschooler is capable of labor effort, which can manifest itself in self-service (dresses himself, eats himself), in caring (under the guidance of an adult) for plants and animals, in carrying out assignments. There is an interest in mental work. Gradually, the readiness to study at school is formed.
The nature of development is qualitatively changing emotional sphere. L.S. Vygotsky noted that by the age of 5 there is an “intellectualization of feelings”: a child becomes capable of awareness, understanding and explanation of their own experiences and the emotional state of another person.
Relationships with peers change significantly. Children begin to appreciate each other's company for the opportunity to play together, share thoughts and impressions. They learn to resolve conflicts fairly; show kindness to each other. There is a friendship.
Self-esteem develops, which sometimes manifests itself in increased resentment, etc.

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

GBOU School No. 1373 ODO 4

Seminar for educators

«»

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, upright walking, labor activity, thinking. The deterministic properties also include features of the nervous system, which determine the nature, features of the course of mental processes.

From parents to children, external signs are transmitted, in particular, physique, hair, eye and skin color. 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 daily, 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 physical and mental health of people.

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 various anomalies of the musculoskeletal system, kidneys, heart and other organs child, then in more late dates fetal growth retardation occurs. 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 macro environment, since in every unit of time a person is influenced by them.

Macroenvironment. It means the environment around us. space. numerous observations, facts, experiments have confirmed the effect on intrauterine development, not to mention a born person, space, a special arrangement of stars, comets, actions magnetic storms on the sun, 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 own geographical latitude and longitude, climate, diversity of relief, flora and fauna, natural resources, sources of heat, 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 - totality public relations, emerging in society (way of life, traditions surrounding a person, social and living conditions, environment, as well as a set of people connected by the commonality of these conditions, dominant public ideas and values. A favorable social environment is one where the dominant ideas and values are directed towards 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 that grow 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 as unconditional love for 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; this is the 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 without learning anything, the eldest - Kamala - lived up to 17 years (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 of 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 is clothed in 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 achieves more high 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.

Conditions, occupations of a small child are considered by supporters of the theory of recapitulation as echoes of bygone centuries. A child digs a hole in a pile 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 art 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 teacher 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 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 - 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 avoids birth trauma and takes the first breath in time.

social factor 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 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 kindergarten teachers and school teachers (sometimes friends or a priest) - the 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 can significantly influence (mass 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. On the far north roaming with reindeer herders, the 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 of the 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, has no relation to a specific environment, but includes life values, the laws and traditions of the culture in which the individual lives. For example, the rules according to which children with developmental delays can study in main stream classes regular school are likely to have a significant impact on the level of education 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, 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 essence, 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. The child goes through a natural process of development on the basis of certain prerequisites 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. biological type 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 importance 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. Insofar as organic development takes place in a cultural environment, it is transformed 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 year to 3 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.

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. Psychological readiness the child's ability to go to 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 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 path 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. Through this experience, children learn to communicate in their own small world together.

It is known that individuals are not born, but become. And the formation of a fully developed personality is greatly influenced by 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 modern society. It is from parents that you can learn the rules of communication with peers, learn to communicate freely. Positive socio-psychological climate in the family, warm home atmosphere love, trust and mutual understanding will help the baby to adapt to life and feel confident.”

Stages of social development of the child

. 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.
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.
Three years. In that 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.
Four to five years old. This age range is characterized by the fact that babies begin to ask endlessly a large 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.
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, the organization of joint activities with peers. social education treated as creation pedagogical conditions with the aim of positive development of a person's personality, his spiritual and value orientation.

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

The game.
Communication with children.
Conversation.
Discussing the behavior of the child.
Exercises for the development of horizons.
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 different life situations including conflict resolution.

"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:

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.
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.
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.
When educating, be kind. In education, stand on your own, but without shouting, but with love.
Teach your child respect. Explain that items have value and should be treated with care. Especially if it's someone else's stuff.
Learn to share toys. This will help him make friends faster.
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.
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.
Chat with the child. communicate, share experiences, analyze actions.
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 – required condition 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. Outcasts of a certain social group children 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 the 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.