What factor of socialization has the greatest influence. Socialization

Human socialization occurs within the framework of similar social systems(families, schools, streets, etc.). Therefore, we can talk about uniformity of motives and values, which are formed in these systems. In the course of interaction of people in these systems, each of them conforms to the expectations of the other, when the reaction of the other corresponds to the expectations.

Main factors- the mechanisms of human socialization are: heredity, family, school, street, television and the Internet, books, public organizations(army, sports team, party, prison, etc.), type of social order, type of civilization. Their correlation in the history of mankind and the individual is different. AT family and school the foundations of worldview, morality, aesthetics are laid, primary roles, skills, traditions are acquired. AT school, institute, The media are formed a variety of knowledge. On the work, on the street, in the army professional, civil, parental, etc. roles are formed.

The role of these factors in human socialization is based, according to T. Parsons, on several need-cognitive-evaluative mechanisms. Reinforcement - a process that links a need and its satisfaction, when the latter reinforces the standard of behavior. Repression - the ability to be distracted from one need for the sake of another. Substitution - the process of moving needs from one object to another. Imitation - diversion of knowledge, skills, values ​​from the process of consumption and their independent consideration. Identification - acceptance of the values ​​and roles of a given society as one's own based on the mutual attachment of the educator and the educatee.

Socialization is the process and result of the socializing and listed factors, mutual roles, expectations, sanctions. If at first the impulses come from educators, then from the person who is socializing, striving to improve his status, realize his needs and abilities. At different stages of socialization, the ratio of motives and external factors different. It is different for different people. In a creative person, motivation prevails over external circumstances; but the educator has control over the learning situation, the mechanism of reward-punishment of the educator, which also encourages repression and replacement.

Socialization has a decisive influence age, gender, relationship. In sociology, there are three levels and stages of socialization.

Primary(up to 6 years), which occurs mainly in the family, is based on preconscious programs that are more perfect in a talented newborn than in ordinary person. The perception of the objective world, language and speech, participation in role-playing activities are signals that develop the mechanisms of preconsciousness into consciousness, in capabilities to music, math, physical labor, and related role models.

Secondary socialization (up to 23-25 ​​years old), taking place in the education system, is aimed at improvement emerging consciousness, value orientations, role models into more complex, professional, interrelated orientations of actions, as well as roles and actions: boys and girls, students and athletes, lovers and loved ones, etc.

Tertiary socialization is the socialization of an adult, educated person who has received a profession. At this time mentality is formed and value orientations, statuses and roles, behavioral skills of a man and a woman, husband or wife, father and mother, worker and citizen, patriot and internationalist, etc.

One of the essential problems of socialization is the compatibility of different cultural values ​​offered by different factors - socialization systems (family, street, school, prison, etc.). It is solved using the above-mentioned mechanisms of socialization. The same thing happens as a result of the difference in the statuses and roles of a person: a child, a vacationer, a schoolchild, a prisoner, etc. Therefore, socialization is characterized by compromise between different traditions, norms, values, ideals, etc.: only in this case the character and mentality of a person are stable. Such a compromise also implies a compromise of the individual with other people.

According to psychologists, some traits - models - character are laid down in childhood. Accordingly, at the same time, basics of mentality, arising on the basis of character, values, norms and roles typical for a given social group are formed. This character and mentality received from sociologists the name " basic personality”, socialized already in childhood. It is formed mainly through the mechanism of identification. Such a person is at the same time a characteristic of the type of society. Compound values the basic personality affects the new role expectations of the personality that is socializing further.

The variety of personality types (basic) is influenced by a number of factors. Firstly, it is the possibility of identifying the person being socialized with alternative values ​​and roles that always exist, especially “on the street”, “on television”, etc. Secondly, there is a hierarchy of regressive possibilities (substitution), which is represented by a situation rich in objects and education. Thirdly, the new role orientation of the educatee encounters resistance from him, associated both with the previous roles and with the difficulty of mastering new roles. In order for socialization to be “normal”, to correspond to the mentality and roles in society, there are mechanisms social control, rewards - punishments.

Socialization is excellent in different public formations (systems), which we will cover in the fourth part of this tutorial. They have different types of basic personalities. AT Asian formations, the basis of society is a despotic state; predominantly collectivists are formed there. Such was the Soviet system and man. AT economic formations, the basis is market economy; they are predominantly individualistic. Such is capitalism. AT mixed(economic and co-political) formations solidarists are formed. All modern (Western) societies are like that.

As a result of the variety of factors of socialization within the same type of society, different types of personalities arise: worldview, mentality, character, way of life. One of them - conformists(conservatives) - adapt to the existing society. Others become reformers i.e., moderately disagreeing with the society that they "inherited" to them. The third turns into revolutionaries who seek to destroy the society in which they live and build a new one in its place. Reformers and revolutionaries enter into social and interpersonal conflicts, which serve as the source of the development of societies (we will consider them in the last part of this book).

Collectivists, individualists, and solidarists are related in various ways to conservatives, reformers, and revolutionaries. Collectivists are conservative by nature, they are incapable of reform. This is typical for Russia. Individualists - reformers and revolutionaries. They form the driving force of feudal and bourgeois society, including in Russia. Solidarists - typical reformers who, on the one hand, are well established in the society where they have socialized, and on the other hand, understand the need for its constant reform.

Modern industrial and post-industrial society requires the formation universal values ​​and norms with simultaneous affective neutrality to the situation. On the one hand, due to the diversity and complexity of life situations, a person must rely on universal values ​​and norms, which he must be able to interpret in each specific situation (especially in entrepreneurship). On the other hand, in order to realize them, he must evaluate the situation formed from other people and things in an affectively neutral way.

• Bairamgulova Ilyuza Rizvanovna, student
• Bashkir State Agrarian University

• SOCIALIZATION
• INTERNALIZATION
• PERSONALITY

The article considers the phenomenon of socialization as the most important factor in the formation of personality. Attention is drawn to the role of the "significant other" in the process of socialization.

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Socialization is the process of mastering and assimilation by a person of his social status, a term used to describe the process in which people learn to comply with social norms, the process that makes possible the existence of society, the transmission of its culture from generation to generation. Socialization can be understood as the internalization of social norms: social rules become internal to the individual in the sense that they are no longer imposed by external regulation, but are, as it were, imposed by the individual on himself, thus being part of his "I". So the individual develops a sense of the need to conform to social norms. That is, internalization is a process during which an individual learns and accepts as mandatory those social values ​​and norms of behavior that are accepted within his social group or wider community.

social norms- rules of conduct that are either spontaneously formed in society in the course of its more or less long historical development(moral norms), or are established by the state (legal norms).

The socialization of the individual also includes social adaptation - the adaptation of the individual to socio-economic conditions, to social groups, to role functions and social organizations that act as an environment for his life. Otherwise, one can say that external environment includes economic, political, social, demographic conditions, the system of values ​​in society, the culture and mentality of the people, religious beliefs, legislative acts, etc.

Socialization cannot be reduced only to education and upbringing, although it includes these processes. The socialization of the individual is carried out under the influence of a combination of many conditions, both socially controlled and directed-organized, and spontaneous, arising spontaneously. It is an attribute of a person's way of life, and can be considered as its condition and as a result. An indispensable condition for socialization is the self-actualization of the personality, its active work. No matter how favorable the conditions of socialization may be, its results largely depend on the activity of the individual himself. In this regard, the inclusion of the child in the process of creativity, improvisation plays an important role.

Stages of socialization

Socialization is a process that continues throughout a person's life. In connection with these, certain stages of socialization are usually distinguished.

• Initial - the socialization of the child within the family.
• Medium - schooling.
• The final stage is the socialization of an adult, the stage of accepting those roles and acquiring statuses for which they could not fully prepare during the first two stages (for example: worker, spouse, parent).

In childhood, the foundation of socialization is laid, and at the same time, this is its most unprotected stage. Children who grew up in the community of animals, and then returned to society, cannot master speech, learn to think abstractly, and become full-fledged people. Children isolated from society are dying socially. Socialization should begin in childhood, when about 70% of the human personality is formed.

The ordering of human life in all its manifestations, in all spheres of public life is carried out with the help of social institutions: the institution of marriage, family, political organizations, education, healthcare, the media, etc. All of them to some extent participate in the socialization of the individual, but the central place in this process is occupied by the family. This is explained, first of all, by the fact that it is in the family that the primary socialization of the individual is carried out, the foundation of his formation as a person is laid. The family ensures the socialization of the child in the course of his assimilation of the norms of social life, gives family members a sense of security, satisfies the need for joint experiences, in the exchange of feelings and moods, prevents psychological imbalance, protects from experiencing feelings of isolation, etc.

Many thinkers, starting with Plato, spoke about the socialization of the upbringing of children, but all attempts at socialization outside the institution of the family turned out to be unsuccessful. For example, after the revolution in the Soviet Union, specialized programs for public education of children were created so that women could participate in the labor process. This experiment was not widely adopted. The family for the child is the primary group, it is from it that the development of the personality begins. Despite the appearance of other social groups later, the basic patterns of behavior instilled in early childhood always remain in the personality. The main method of family socialization is the copying of behavior patterns of adult family members by children.

The dynamics of social processes, the socio-economic crisis as an undesirable result can have a destructive effect on social groups and communities, lead them to partial disorganization. So, if from the outside social processes type of migration, urban development, industry, etc. lead to decay large families, consisting of two or three generations, then the disorganization of functions is expressed in the loosening of values, the inconsistency of standards and patterns of behavior, the weakening of the normative structure of the group, which leads to an increase in deviations in the behavior of members of these social groups. If a child is guided by unsuccessful patterns of parental behavior that come into conflict with what the child sees in other families, then difficulties arise with socialization.

Socialization acquires exceptional relevance in the context of the reform of Russian society and the emergence of a new social situation: the intensification and crisis of socio-economic and demographic changes, the complication of the social environment, the fall of moral ideals, the growth of child and adolescent crime, when human and, above all, children's ability to adapt subjected to great trials. Under these conditions, the most important task of the family and teachers is to manage the inclusion of the younger generation in a new social environment. The modern school is a social institution in which the child acquires social experience, is an example of the functioning of certain social relations. depending on the degree of adaptation of the child to school at the beginning of education, his place in it is formed, appropriate attitudes to learning activities, school, teachers, classmates, and ultimately, to the world and life in general. Traditional forms of education do not meet the requirements of modern times for the inclusion of the child in the life of society, many families are now actually unable to provide the part of the socialization process that falls to their lot, which leads to the need to create new socialization programs for students.

Bibliography

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12.2. Factors of socialization

In the works of sociologists, social psychologists and social educators, the concept of "socialization factor" defines the most important conditions that determine the social development of the individual. They are arranged in the following hierarchy:
1) megafactors (space, planet, world community);
2) macro factors (ethnos, country, state);
3) mesofactors (demographic conditions, belonging to social group, class, subculture);
4) microfactors (family, school, peer groups).
Let us turn to the consideration of the main groups of socialization factors in order to understand how they act in holistic process education. It often seems that education is what adults give to children. In fact, the basis of any education is the personal experience of a person, his independent interaction with culture, the transformation of the simultaneous influence various factors socialization.
1. Megafactors
The influence of unknown processes occurring in the Universe on people's lives was noted by ancient astronomers. At the beginning of the 20th century eminent figures Russian natural sciences (V. I. Vernadsky, N. A. Umov, N. G. Kholodny, K. E. Tsiolkovsky, A. L. Chizhevsky), who simultaneously acted as cosmist philosophers, convincingly proved that there is a certain dependence of relations in social environment, events human life on the amount of energy coming from space. They considered man a "citizen of the Universe", living with the Cosmos according to the same laws.
So, A. L. Chizhevsky substantiated the "theory of space eras" and noticed quite obvious coincidences of the most important, often tragic, events in the history of civilization (wars, revolutions) with the moments of maximum activity of the Sun. V. I. Vernadsky discovered biochemical energy living matter and argued that it permeates the bodies of people living on Earth and after their death goes into the biosphere. Thus, another shell is created around the Earth - the noosphere, consisting of the energy remnants of the spiritual life of mankind. Therefore, the noosphere naturally influences earthly events, spontaneously controls the mind, will, and feelings of people.
Modern research in the field of geopolitics prove the formation by the end of the 20th century of geopathogenic zones of the Alpine-Himalayan belt with a length of more than 10,000 km and a width of 100-300 km (Basque country, Albania, Kosovo, Bosnia, Transnistria, Abkhazia, Chechnya, Nagorno-Karabakh, Tajikistan, Afghanistan, Iran , Jumna and Kashmir, Cambodia, Vietnam). Researchers argue that it is in the landscape shell of the Earth that the transformation of the cosmic energy of the Sun into terrestrial forms of energy takes place. Human labor (cultivating the land, mining, building roads and hydraulic structures) is associated with the regulation of these energy flows. As a result of the social and economic life of people in the Alpine-Himalayan belt, the anthropogenic landscape is degrading and major social disasters, conflicts and wars occur.
2. Macro factors
In the process of socialization, a maturing person accumulates the influence of his ethnic group in a special way. An ethnos is a socio-cultural formation whose members are aware of a common origin, language, and traditions. Even ancient travelers described in their travel diaries specific features way of life of people in the discovered lands. With the development of sciences (geography, ethnography, cultural studies), scientific research substantiated different peoples national characteristics their social life and culture. Geographical and climatic conditions of life, the nature of work and life, ways of struggling for existence formed in each ethnic group its own customs, traditions, social attitudes and value orientations.
The classic of Russian pedagogy K. D. Ushinsky, analyzing the educational systems of the largest European countries in the middle of the 19th century, drew attention to the fact that, despite the similarity pedagogical forms teaching children and youth, all European nations there is "its own special national system of education, its own special goal and its own special means to achieve this goal." K. D. Ushinsky explains this phenomenon precisely by the powerful influence of the ethnic factor - "nationality". Nationality is manifested in many features of a person’s appearance, his temperament and character, in the organization family life and in relation to the state. family education, K. D. Ushinsky believes, with its folk (ethnic) nature, is a living organ in historical process people's development. Therefore, there is not and cannot be a common system of education for all peoples, no matter how great social ideals may be drawn by thinkers and political leaders.
The formation of a person's ethnic identity is formed under the influence of:
- common blood (parents and blood relatives become the main carriers life values);
- development mother tongue(the child learns not only the vocabulary and grammar of his native speech, but the meanings, artistic images);
- assimilation of traditions, customs, history of one's ethnic group ("love for father's coffins").
An outstanding historian, geographer and culturologist LN Gumilyov, explaining the mechanism of action of an ethnos as a factor of socialization, considers an ethnic community a biophysical phenomenon and introduces the concept of "ethnic field". He writes: "The ethnic field, that is, the phenomenon of the ethnos as such, is not concentrated in the bodies of the child and the mother, but manifests itself between them. The child, having established a connection with the mother with the first cry and the first sip of milk, enters her ethnic field. Staying in it forms his own ethnic field, which is then only modified as a result of communication with his father, relatives, other children and the whole people.
Each ethnic group has its own experience and its own culture of giving birth and raising a child (methods of feeding, protection from diseases, learning the skills of work, life, communication). Therefore, the ethnic factor affects, first of all, the socialization of the child in the family.
The influence of the state as a factor of socialization acts as the power of a collective subject that organizes people's lives, determines laws, protects the rights of citizens and regulates their activities. The state, preoccupied with the socialization of citizens, establishes its own ideology, a system of ideas that explain (and justify) the established social order, help a person adapt to given conditions.
3. Mesofactors
The life of citizens of a particular country is always determined by the prevailing socio-economic relations. These relationships involve individuals, families, social and professional groups, political and public associations.
A person’s education and even his fate can directly depend on the demographic conditions in which he finds himself: whether he lives in a metropolitan metropolis or in an ordinary Russian regional center, at a border outpost lost in the tundra or in a Kuban village. The demographic situation largely determines his interests, leisure activities, accessibility of the information environment, social circle and even ways to solve many life problems. Now, when the social influence of information technologies is so great, the place of residence of a person also means a measure of the accessibility of the information environment for him.
Citizens (especially residents of large cities) are more mobile, they have ample opportunities in choosing a profession, getting an education, and spending their free time. But they often experience a feeling of "loneliness in the crowd", their uselessness to the people around them, the feeling that life is rapidly rushing past and you need to strain all the time to keep up with it and not be left "on the sidelines".
Rural residents are closer to nature and can live, feeling its greatness and beauty, they are connected with real work on the earth, among relatives and neighbors they feel their "roots", the traditions of their grandfathers well, but fellow villagers openly control their daily behavior. However, they have fewer opportunities to receive a quality competitive education, their leisure time is often poor in impressions and far from urban life patterns.
Each person enters the culture, is also socialized in accordance with a certain social belonging to a particular stratum of society (class, estate). Modern sociologists, describing the social structure of society, pay attention to the fact that, in addition to ethnic and religious differences, social stratification determined by such "dimensions": the degree of power; income or wealth; the prestige of the profession; education.
In modern post-industrial society, education becomes the main economic resource. In the public mind, there is a conviction that only the person who has enough money can be rich and successful. high level education. Since knowledge is rapidly aging, losing its competitiveness, it is necessary to know how to maintain it, update it, have access to information sources and be able to use fairly modern information technologies. And that requires money and power.
Each social stratum in society (the economic and political elite, the middle class, the intelligentsia, unskilled workers, the marginalized) build their own lifestyle, their own stereotypes of socially approved behavior, their own ways of spending their free time and their own forms of education. The practice of private kindergartens and schools, already existing in our country, and studying abroad "separated" the children of the elite from their peers from other social strata.
This social stratification is especially difficult for the socialization of adolescents and young people. They, faced with a choice at the "crossroads" of life's roads, discover that what attracts them adulthood very contradictory and unfair, in it you can only rely on yourself and your loved ones. This makes microfactors (in particular, the family) the most important area for constructing the image of the social world in modern children and adolescents.
4. Microfactors
Both in the family and in the reference group, in communication with "significant others", the child masters the space of culture, appropriates public values.
The family is the earliest institution of socialization, the significance of which remains for a person for life. Its role is unique and indispensable, especially in early and preschool childhood, at the time of "primary socialization." It is no coincidence that children who grew up without a family, in orphanage or a boarding school, even those who live in a certain comfort and are quite financially secure, still turn out to be poorly socialized. At 16-18 years old, leaving in independent life, many of them do not know how to live autonomously, with their families, they do not know how to solve the simplest everyday problems, they are afraid of independently fulfilling their social duties, often they are not aware of them at all, but infantilely expect habitual guardianship from others.
The family has a serious influence on the formation of the child's psychological sex: he learns the attributes of his gender, "reading" them in real patterns of "female" and "male" behavior of family members. Interestingly, when studying the social experience of children, one can find peculiar "mother's lines" and "father's lines". The "mother's line" projects the experience of children onto the "world of people": it creates basic relationships for such moral qualities as kindness, attention to the weak and old, patience, condescension to the shortcomings of other people, love for one's neighbors. The “father line” more actively projects the social experience of children onto the “world of things”: it introduces the values ​​of discipline, order, but at the same time the values ​​of competitiveness, striving for superiority, for struggle and overcoming, commitment and responsibility.
Parents influence the formation of the psychological sex of the child and their attitude towards him. The mother often treats children of both sexes equally, especially in the first three years of their life, and the father differentiates his attitude immediately: to his son - as to a future man, to his daughter - as to a future woman. The family is very important for the formation in the social experience of growing children and the future social roles of a man and a woman.
In the family, the fundamental value orientations of a person, his style of life, are formed. The action of the family as a microfactor of socialization is determined by the social space that it creates. It is no coincidence that the image of the family is correlated with the image of the "hearth".
For the socialization of the child, its own territory is very important (its own corner behind the closet, its own table with drawers and shelves, its own place for games). The desire to have a habitable place in the house strengthens in the mind of the child the fact of his own existence in this world. Equally important for socialization is the personal belongings of each family member, especially those made by one's own hands, which are inherited from older generations. A favorite toy, a cup, a scarf knitted by a grandmother, contributes to the development of a child's sense of identity and belonging to his relatives.
The world of the family, with its unpretentious everyday life, is extraordinarily rich and varied. It enables the child to feel and realize the most diverse aspects of life, from domestic concerns to high civic impulses. It is close people who demonstrate the most significant actions and relationships for him, because children perceive everything that happens in the family as relating personally to themselves. The child's experience of his relationships in the family (even not yet fully conscious) becomes a model of his future relationships with other people. As evidenced by special socio-psychological studies (A. I. Zakharov, A. A. Rean, G. T. Khomentauskas), a “script” of social behavior develops in children early and quite stably.
Based on many years of research, the Lithuanian psychologist G. T. Homentauskas distinguishes four types of social attitudes in children, which develop in family communication and subsequently seriously determine their social behavior:
1. "I'm needed and loved, and I love you too."
Such an internal position of the child develops in the family, where he constantly experiences closeness with his parents, their trust and love, where his life is filled with joint activities and concerns with them.
2. "I am needed and loved, and you exist for me."
This attitude is a product of family socialization, where the child is the "center of the universe", on which all the worries, mental strength, time and material resources of family members are concentrated. In such a family, the child is often the pride of the parents, they intensively develop his early talents (for example, in the field of sports, in music) or, on the contrary, protect his health in a panic, engage in treatment using special methods.
3. "I am unloved, but with all my heart I wish to get through to you."
This type of social attitude develops in children whose families openly demonstrate that they have no place in the life of their parents. As a rule, this happens in families where the mother is actively involved in business, and nannies, governesses and home teachers do not make up for the lack of parental attention. But such an internal position also characterizes children from so-called "unfavorable" families, whose parents lead an asocial lifestyle. Drunkenness, drugs, as a rule, leave no room for spiritual communication with the child, but he still hopes and waits for their love.
4. "I'm not needed and unloved, leave me alone."
Such a social attitude is "encoded" in social relations cry for help: "I feel bad, no one needs me, I'm alone in this world!" This is how unfortunate children abandoned by their families behave.
But the presence of parents often does not save from such a result of family socialization. It arises in such families where adults always build their relationship with the child as with an inferior being, constantly reproach him for poor performance at school, for ineptness in household chores, for stupidity in words, for absurd appearance- in a word, for everything. A child in such relationships does not have a chance to accumulate at least a meager experience of experiencing self-esteem, to establish himself at least in some of his achievements. Therefore, such children more often than others seek to get rid of any relationship with adults: they become isolated, withdraw into themselves, into illness, into drugs, or even out of the house.
It is worth emphasizing that public education and training involve establishing contact with the child on his "psychological territory", so teachers will have to take into account, correlate, to the extent possible to overcome these "scenarios" of behavior that have developed in the process of family socialization.
Many adults, including professional educators, are convinced that children's development depends entirely on organized upbringing in the family and school. Meanwhile, children learn many social values, including the formation of their behavioral skills, the experience of discipline and responsibility, develop their interests and abilities, in peer groups in the classroom, in groups of friends of different ages in the yard, in a country camp, in sports section.
The peer group is an irreplaceable microfactor of socialization. This was very well understood by J. Korchak (1878-1942), who wrote: "... it should be remembered that the well-being of children depends not only on how they are regarded by adults, but also - this is in equal, and perhaps in to a greater extent - from the opinion of peers, who have different, but nevertheless firm rules for assessing the members of their childish society and their rights.
What results of a child's socialization in a group of peers should education take into account, what achievements of personal development are formed only in group communication? There are many of them:
- development of behavior corresponding to the social, moral, cultural preferences of the members of the group;
- mastery of gender-role behavior;
- organizing and experiencing one's autonomy from the world of adults (accumulation and transmission of "secrets", "mysteries", the design of one's style in clothes, hairstyles, leisure activities);
- creating conditions for the formation of the "I-concept" of the group members (comparing oneself with others, evaluating one's actions and relationships, realizing oneself in specific actions);
- ensuring the possibility of choosing the position of "majority" or "minority", the experience of defending one's position.
The group of peers, as a children's community, in its own way forms the semantic space of values, attitudes, ways of activity and communication and thus creates its own subculture. The Latin prefix "sub-" translates as "sub-" and indicates that children's (adolescent, youth) culture occupies a subordinate place in relation to the official culture of adult society. It often develops autonomously and almost clandestinely, it does not know about its existence. big number teachers and parents.
The content of the children's subculture is unusually rich. These are children's folklore (counters, teasers, horror stories, anecdotes, fairy tales), children's amateur games, a kind of children's legal code (rules for disputes and fights, rules for exchanging and collecting debts, oaths and guarantees). There is also children's witchcraft ("secrets", fortune-telling), children's word creation (slang, nicknames and nicknames, poems, songs), children's philosophy (keeping "girls' diaries", compiling "notebooks-questionnaires", albums with questions and answers).
Children's subculture should not be perceived as an underground, and therefore inferior, flawed layer of culture. It lives and develops, fueled by adult culture, primarily from pop culture. Therefore, in children's stories and games, analogies with plots from television series are easily guessed, teenagers often compose their songs on the motives of popular melodies, and nicknames and nicknames are directly borrowed from the everyday life of adults.
Educational space is also a factor of socialization.
In the process of the child's socialization, phenomena inevitably arise that require a certain coordination of social influence and real pedagogical influence, specific pedagogical instrumentation.
When it comes to education, it is not enough to define its essence only through the system of interaction "teacher - student", "educator - pupil". The content characteristics of education among the classics of Russian pedagogy and modern theoreticians often reveal atypical categories: "the spirit of the school", "moral atmosphere", "the world order of the educational institution", "educational environment". All of them, in one way or another, characterize a hidden educational influence that can sometimes seriously resist official measures. Outstanding teachers have always been aware of the importance of this "field" of education and have consistently emphasized the personal component of its nature. K. D. Ushinsky wrote: "A lot, of course, means the spirit of the institution; but this spirit lives not in the walls, not on paper, but in the character of most educators and from there it already passes into the character of the pupils."
The existence of such a transcendent category in the pedagogical consciousness indicates that pedagogy has long been trying to understand the nature of the socializing influences of those pedagogical conditions created by educators and teachers. In modern scientific literature, several levels of elaboration of the concept of "educational space" are found:
- as "the space of the world of adults" (I. S. Kon, M. V. Osorina);
- as a wide manifestation of cultural values ​​in various types of children's activities - "play space", "cognitive space", "art space", "childhood space" (O. S. Gazman, I. D. Demakova, I. P. Ivanov) ;
- as a strategic basis for the state education system, as an area for the functioning of state educational standards (N. D. Nikandrov, V. M. Polonsky, V. V. Serikov);
- as a way of life of the school, its educational system (V. A. Karakovsky, L. I. Novikova, A. N. Tubelsky, N. E. Shchurkova);
- as communication in the conditions of personality-oriented education (E. V. Bondarevskaya, S. V. Kulnevich).
To answer the question of how the category "educational space" characterizes the process of a child's socialization, it should be pointed out that the social environment (the most important concept in the theory of socialization) is chaos by its nature, a living reality with all its inherent unpredictability and imperfection of being. Meanwhile, the educational space denotes the area of ​​an ordered and even harmonized environment, subordinated to the tasks of development, socialization and education of the individual. Based on the general philosophical nature of this pedagogical phenomenon, the educational space should be considered a pedagogically organized form of being of a socializing personality.
The educational space includes, in complex and diverse relationships, quite certain attributes:
- material environment (territories and natural objects, premises for various activities, equipment and equipment, including books, technical and multimedia means);
- educational institutions at the level of microsociety (preschool educational institutions, schools, children's and youth cultural institutions and additional education, public organizations, sports, leisure institutions);
- sources mass communication(TV and radio programs, children's and youth publications, self-made magazines and wall newspapers);
- the content of the educational space (social experience "encoded" in the content of education, in games, in artistic activities, sports, children's and youth subculture);
- organization of the educational space (regime, organization of time and regulation of the life of participants in the educational space, the existing system of power and control, methods of co-organization of participants in the educational space and forms of self-government, norms, commandments, established measures of discipline).
Such diverse attributes of the educational space are united by a common cultural basis. The educational space always carries the image of a person of culture, but it does not present it imperatively, but in real interaction between adults and children. Therefore, it is impossible to understand the pedagogical space as a one-sided influence of a specially organized pedagogical environment. The functional nature of the educational space is determined by pedagogical interaction. The socializing personality not only experiences the impact of the objects of the educational space, but also acts on them, causing the state of the educational space. For example, according to numerous sociological studies (in particular, those conducted in Russia by the UN Children's Fund UNICEF), it is known that among the favorite activities of modern schoolchildren, watching TV shows and videos, chatting with friends, playing on the computer, and pedagogically organized forms of leisure activities (circles , excursions, reading recommended books) are significantly inferior to those that students choose at will. It turns out that these attributes of the educational space, traditionally organized by the school in order to occupy children, distract them from aimless pastime, give them additional knowledge, modern children evaluate from the position of significance for their social experience and thereby reconstruct the educational space.
It is wrong to consider the educational space only in associations with the school way of life. The education system organized by the state, the content and educational technologies operating in its depths, the pedagogically regulated regime, the established practice of the life of educational institutions are always simultaneously "filled" with the social experience of all participants in the educational space.
Official functionaries from pedagogy, theorists and methodologists, school leaders, teachers and parents are the real "builders" of the educational space. Their pedagogical philosophy, the idea of ​​the goals of education and priorities in the lives of children are embodied in models and reforms of educational systems, in curricula and programs, in the organization of developing circles and studios, or, on the contrary, in the search for tutors and tutors (as the expansion of the educational space by the forces of a particular family ).
But the educational space does not directly build the given parameters of the socialization of the child's personality, but organizes a pedagogically enriched lifestyle for adults and children. The art of upbringing is to present children with a complex, unsafe real world and help them choose and master the form of socialization that corresponds to the needs of their individuality and at the same time meets the requirements of society.

Socialization factors are circumstances that encourage a person to take active action. There are only three of them - these are macro factors (space, planet, country, society, state), meso factors (ethnos, type of settlement, media) and micro factors (family, peer groups, organizations). Let's look at each of them in more detail.

Macro factors of socialization

Macrofactors affect all inhabitants of the planet or very large groups of people living in certain countries.

The modern world is saturated global issues that affect the vital interests of all mankind: environmental (environmental pollution), economic (increase in the gap in the level of development of countries and continents), demographic (uncontrolled population growth in some countries and a decrease in its numbers in others), military-political (an increase in the number of regional conflicts, spread nuclear weapons, political instability). These problems determine the living conditions, directly or indirectly affect the socialization of the younger generations.

Human development is influenced by the geographic factor ( natural environment). In the 30s of the XX century, V. I. Vernadsky stated the beginning of a new stage in the development of nature as a biosphere, which was called the modern ecological crisis(changes in dynamic balance, dangerous for the existence of all life on earth, including humans). Currently, the ecological crisis is acquiring a global and planetary character, the next stage is predicted: either humanity activates interaction with nature and will be able to overcome the ecological crisis, or it will perish. To get out of the ecological crisis, it is necessary to change the attitude of each person to the environment.

The socialization of the younger generation is influenced by the qualitative characteristics of the sex-role structure of society, which determine the assimilation of ideas about the status position of one or another sex. For example, gender equality in Europe and patriarchy in a number of societies in Asia and Africa.

Different social strata and professional groups have different ideas about what kind of person should grow out of their children, that is, they develop a specific lifestyle. The top layer is the political and economic elites; upper middle - owners and managers of large enterprises; medium - entrepreneurs, administrators of the social sphere, etc.; base - intelligentsia, workers of mass professions in the economy; lowest - unskilled workers state enterprises, pensioners; social bottom. The values ​​and lifestyle of certain strata, including criminal ones, can become for children whose parents do not belong to them, original standards that can influence them even more than the values ​​of the stratum to which their family belongs.

The state can be viewed from three sides: as a factor of spontaneous socialization, since the policy, ideology, economic and social practices characteristic of the state create certain conditions for the life of its citizens; as a factor in relation to directed socialization, since the state determines the mandatory minimum of education, the age of its beginning, the age of marriage, the length of service in the army, etc.; as a factor of socially controlled socialization, since the state creates educational organizations: kindergartens, comprehensive schools, colleges, institutions for children, adolescents and youths with severely impaired health, etc.

Mesofactors of socialization

These are the conditions for the socialization of large groups of people, distinguished: on a national basis (ethnos); by place and type of settlement (region, village, city, township); by belonging to the audience of certain mass media (radio, television, cinema, computers, etc.).

The ethnic or national identity of a person is determined primarily by the language that he considers native, and the culture behind this language. Each nation has its own geographical habitat, which has a specific impact on national identity, demographic structure, interpersonal relationships, lifestyle, customs, culture.

Ethnic features associated with the methods of socialization are divided into vital, that is, vital (methods physical development children - feeding the child, the nature of nutrition, protecting the health of children, etc.) and mental, that is, spiritual (mentality - a set of people's attitudes to a certain type of thinking and action).

Features of socialization in the conditions of rural, urban and settlement lifestyle: in the way of life of villages, control over human behavior is strong, openness in communication is characteristic; the city provides the individual with a wide choice of communication groups, value systems, lifestyles, diverse opportunities for self-realization; The result of the socialization of the younger generation in the villages is the assimilation of the experience created in them from the traditional life characteristic of the village and the norms of the urban lifestyle.

The main functions of mass media: maintaining and strengthening public relations, social regulation and management, distribution scientific knowledge and culture, etc. The media perform socio-psychological functions, satisfying a person's need for information for orientation in society, the need for connections with other people, for a person to receive information that confirms his values, ideas and views.

Microfactors of socialization

These are groups that have a direct impact on specific people: family, peer groups, organizations in which education is carried out (educational, professional, public, etc.).

Society is always concerned that the pace of socialization of the younger generation does not lag behind the pace and level of development of society itself, this process through and agents of socialization (generally accepted norms, the family, as well as state and public institutions and organizations).

The leading role in the process, along with the family, belongs to educational institutions- kindergartens, schools, secondary and higher educational institutions. An indispensable condition is also his communication with peers, which develops in kindergarten groups, school classes, various children's and adolescent associations. Teachers are agents of socialization responsible for teaching cultural norms and learning roles.

The concept of socialization was first introduced in the works of A. Bandura, J. Kolman and others, received different interpretations. Socialization is the process and result of the assimilation and active reproduction by the individual of the social. experience by entering the social. environment, carried out in activity and communication. (G.M. Andreeva).

The content of the process of socialization of the individual unfolds in three main areas of human existence - in activity, communication and self-consciousness. All spheres are characterized by the process of social expansion. connections. Mastering new types of activity, identifying the most significant aspects of activity for the individual and mastering them, focusing on the chosen type of activity, subordinating other types of activity to it. Communication review. with t.z. its expansions and deepenings. Development of self-awareness (development in a person of his image of "I", through the inclusion of a person in various social groups). Components of self-consciousness: consciousness of identity (distinguishing oneself from the rest of the world), awareness of the Self as an active principle, the subject of activity, awareness of one's mental properties, social and moral self-esteem.

Based on the subject-subject approach socialization can be interpreted as the development and self-change of a person in the process of assimilation and reproduction of culture, which occurs in the interaction of a person with spontaneous, relatively directed and purposefully created living conditions at all age stages. Essence socialization It consists in a combination of adaptation and isolation of a person in the conditions of a particular society.

Adaptation (social adaptation) is the process and result of counter activity of the subject and the social environment (J. Piaget, R. Merton). Adaptation involves the coordination of the requirements and expectations of the social environment in relation to a person with his attitudes and social behavior; coordination of self-assessments and claims of a person with his capabilities and with the realities of the social environment. Thus, adaptation is the process and result of the individual becoming a social being.

Isolation is the process of autonomization of a person in society. The result of this process is the need for a person to have his own views and the existence of such (value autonomy), the need to have his own attachments (emotional autonomy), the need to independently solve issues that concern him personally, the ability to resist those life situations that interfere with his self-change, self-determination, self-realization, self-affirmation. (behavioral autonomy). Thus, isolation is the process and result of the formation of human individuality.

Stages of socialization: 1.adaptation - the assimilation of existing forms of communication. 2. search for means for self-realization, personalization (coit-suggestion, non-comformism), 3. disintegration - association with the group, isolation of the individual. The result of socialization is the socialization of the individual.

Stages of SOCIALIZATION

A person in the process of socialization goes through the following stages: infancy (from birth to 1 year), early childhood (1-3 years), preschool childhood (3-6 years), primary school age (6-10 years), younger adolescence (10- 12 years old), senior teenage (12-14 years old), early youthful (15-17 years old), youthful (18-23 years old) age, youth (23-30 years old), early maturity (30-40 years old), late maturity (40-55 years), old age (55-65 years), old age (65-70 years), longevity (over 70 years).

Criteria effective socialization: cognitive / internalization of social. experience /, motivational, activity.

factors of socialization. Socialization takes place in the interaction of children, adolescents, young men with a huge variety of conditions. These conditions acting on a person are usually called factors. More or less studied conditions or factors of socialization can conditionally be combined into four groups.

First - megafactors - space, planet, world, which in one way or another through other groups of factors influence the socialization of all inhabitants of the Earth.

Second - macro factors - country, ethnic group, society, state, which affect the socialization of all living in certain countries (this influence is mediated by two other groups of factors).

Third - mesofactors , conditions of socialization of large groups of people, allocated: by area and type of settlement in which they live (region, village, city, town); by belonging to the audience of certain mass communication networks (radio, television, etc.); by belonging to certain subcultures.

Mesofactors affect socialization both directly and indirectly through the fourth group - microfactors. These include factors that directly affect specific people who interact with them - family and home, neighborhood, peer groups, educational organizations, various public, state, religious, private and counter-social organizations, microsociety.

means of socialization. These include: ways to feed the baby and care for him; formed household and hygiene skills; products of material culture surrounding a person; elements of spiritual culture (from lullabies and fairy tales to sculptures); the style and content of communication, as well as methods of encouragement and punishment in the family, in peer groups, in educational and other socializing organizations; consistent introduction of a person to numerous types and types of relationships in the main areas of his life - communication, play, cognition, subject-practical and spiritual-practical activities, sports, as well as in family, professional, social, religious spheres.

Mechanisms of socialization. Thus, the French social psychologist Gabriel Tarde considered the main imitation. American scientist Uri Bronfenbrener considers progressive mutual accommodation (adaptation) between an actively growing human being and the changing conditions in which he lives as a mechanism of socialization. V.S. Mukhina considers the identification and isolation of the individual as mechanisms of socialization, and A.V. Petrovsky - a regular change in the phases of adaptation, individualization and integration in the process of personality development. Summarizing the available data from the point, we can distinguish: Imprinting (imprinting) - fixation by a person at the receptor and subconscious levels of the features of vital objects affecting him. existential pressure - mastery of the language and unconscious assimilation of the norms of social behavior, mandatory in the process of interaction with significant persons. Imitation - following an example, a model. In this case, it is one of the ways of arbitrary and most often involuntary assimilation of social experience by a person. Identification (identification) - the process of unconscious identification by a person of himself with another person, group, model. Reflection - an internal dialogue in which a person considers, evaluates, accepts or rejects certain values ​​inherent in various institutions of society, family, peer society, significant persons, etc.

The socio-pedagogical mechanisms of socialization include the following.

Components of the socialization process

In general, the process of socialization can be conditionally represented as a combination of four components: 1) spontaneous socialization of a person in interaction and under the influence of objective circumstances of the life of society, the content, nature and results of which are determined by socio-economic and socio-cultural realities;

2) regarding directed socialization, when the state takes certain economic, legislative, organizational measures to solve its problems, which objectively affect the change in the possibilities and nature of development, life path certain socio-professional, ethno-cultural and age groups(determining the mandatory minimum of education, the age of its beginning, the terms of service in the army, etc.);

3) regarding socially controlled socialization (education) - the systematic creation by society and the state of legal, organizational, material and spiritual conditions for human development;

4) more or less conscious self-change of a person with a pro-social, anti-social or anti-social vector (self-construction, self-improvement, self-destruction), in accordance with individual resources and in accordance with or contrary to the objective conditions of life.

The traditional mechanism of socialization(spontaneous) is the assimilation by a person of norms, standards of behavior, attitudes, stereotypes that are characteristic of his family and immediate environment (neighborly, friendly, etc.). This assimilation occurs, as a rule, at an unconscious level with the help of imprinting, uncritical perception of the prevailing stereotypes. The effectiveness of the traditional mechanism is manifested in the fact that certain elements of social experience, learned, for example, in childhood, but subsequently unclaimed or blocked due to changed living conditions (for example, moving from a village to a big city), can “emerge” in a person’s behavior at the next change in living conditions or at subsequent age stages.

Institutional mechanism socialization, functions in the process of human interaction with the institutions of society and various organizations, both specially created for his socialization, and realizing socializing functions along the way, in parallel with their main functions (production, public, club and other structures, as well as mass media). In the process of human interaction with various institutions and organizations, there is an increasing accumulation of relevant knowledge and experience of socially approved behavior, as well as experience of imitation of socially approved behavior and conflict or conflict-free avoidance of social norms.

Stylized mechanism socialization operates within a particular subculture. Subculture in general terms is understood as a complex of moral and psychological traits and behavioral manifestations typical of people of a certain age or a certain professional or cultural stratum, which generally creates a certain style of life and thinking of a particular age, professional or social group. But the subculture influences the socialization of a person insofar as and to the extent that the groups of people (peers, colleagues, etc.) who are its carriers are referential (significant) for him.

interpersonal mechanism. It is based on the psychological mechanism of interpersonal transfer due to empathy, identification, etc. Significant persons can be parents (at any age), any respected adult, peer friend of the same or the opposite sex, etc. But there are often cases when communication with significant individuals in groups and organizations can have an influence on a person that is not identical to that which the group or organization itself has on him. Therefore, it is advisable to single out the interpersonal mechanism of socialization as specific.

MEGA FACTORS OF SOCIALIZATION: SPACE, PLANET, WORLD

Space It seems quite likely that the accumulation of new knowledge will make it possible to meaningfully characterize the cosmos as a megafactor of socialization; it is possible that in the long term, the dependence of a person’s character and life path on some cosmic influences will come to light, which can become one of the natural foundations of an individual approach to educating a person. Planet- an astronomical concept, denoting a celestial body, close in shape to a ball, receiving light and heat from the Sun and revolving around it in an elliptical orbit. On one of the major planets - Earth, in the process of historical development, various forms the social life of the people who inhabit it.

World- the concept in this case is sociological and political science, denoting the total human community that exists on our planet.

MACRO FACTORS OF SOCIALIZATION

The country- a geographical and cultural phenomenon. This is a territory allocated by geographical location, natural conditions, having certain boundaries. It has state sovereignty (full or limited), and may be under the rule of another country (ie, be a colony or trust territory). The natural and climatic conditions of certain countries are different and have a direct and indirect impact on the inhabitants and their livelihoods. The geographical conditions and climate of the country affect the birth rate and population density. Geoclimatic conditions affect the health status of the country's inhabitants, the spread of a number of diseases, and finally, the formation of the ethnic characteristics of its inhabitants. processes, the cultural development of the country, and even more so the socialization of man.

Ethnos- a nation is a historical, social and cultural phenomenon. The role of the ethnic group as a factor in the socialization of a person throughout his life path, on the one hand, cannot be ignored, and on the other hand, it should not be absolutized either.

Socialization in a particular ethnic group has features that can be combined into two groups - vital (literally, life, in this case, biological and physical) and mental (fundamental spiritual properties). Under the vital features of socialization, in this case, we mean the ways of feeding children, the features of their physical development, etc. The most obvious differences are observed between cultures that have developed on different continents, although there are actually interethnic, but less pronounced differences.

Society- is an integral organism with its own gender and age and social structures, economy, ideology and culture, which has certain ways of social regulation of people's life.

The qualitative characteristics of the gender-role structure of society affect the spontaneous socialization of children, adolescents, and young men, primarily by determining their assimilation of the corresponding ideas about the status position of one or another sex, gender-role expectations and norms, and the formation of a set of stereotypes of gender-role behavior. The qualitative features of the gender-role structure of society and their perception by a person can influence various aspects of his self-determination, the choice of areas and methods of self-realization and self-affirmation, and self-change in general.

State- can be considered as a factor of spontaneous socialization insofar as its characteristic policies, ideology, economic and social practices create certain conditions for the life of its citizens, their development and self-realization. The state determines the ages: the beginning of compulsory education (and its duration), adulthood, entry marriage, driving license, military enlistment (and duration), entry into employment, retirement. The state legally stimulates and sometimes finances (or, conversely, restrains, restricts and even prohibits) the development and functioning of ethnic and religious cultures. The state carries out more or less effective socially controlled socialization of its citizens, creating for this purpose both organizations that have their functions of educating certain age groups, and creating conditions that force organizations whose direct functions do not include this, to one degree or another to engage in education .

MESOFACTORS OF SOCIALIZATION

Region- a part of the country, which is an integral socio-economic system, which has a common economic, political and spiritual life, a common historical past, cultural and social identity.

A region is a space in which a person's socialization takes place, the formation, preservation and transmission of lifestyle norms, the preservation and development (or vice versa) of natural and cultural wealth.

Mass media (MSK)- Considering the mass media as a factor of socialization, one must bear in mind that the direct object of the impact of the flow of their messages is not so much a separate individual (although he, too), but the consciousness and behavior of large groups of people that make up the audience of one or another specific means of mass communication - readers of one newspaper , listeners of a certain radio station, viewers of certain TV channels, users of certain computer networks. QMS perform primarily a recreational role, since they largely determine the leisure pastime of people, both group and individual. This role is realized in relation to all people insofar as leisure time with a book, at the cinema, in front of the TV, with a computer distracts them from everyday worries and duties.

Subculture- Autonomous relatively holistic education. It includes a number of more or less pronounced features: a specific set of value orientations, norms of behavior, interaction and relationships of its wearer.

lei, as well as the status structure; a set of preferred sources of information; peculiar hobbies, tastes and ways of free time; jargon; folklore, etc.

The social basis for the formation of a particular subculture can be age, social and professional strata of the population, as well as contact groups within them, religious sects, associations of sexual minorities, mass informal movements (hippies, feminists, environmentalists), criminal groups and organizations, associations by gender occupations (hunters, gamblers, philatelists, computer scientists, etc.).

TYPE OF SETTLEMENT. RURAL SETTLEMENTS

Villages and villages, as a type of settlement, influence socialization on children, adolescents, and young men almost syncretically (indivisibly), i.e., it is practically unrealistic to track their influence in the process of spontaneous, relatively directed and relatively socially controlled socialization.

This is largely due to the fact that social control of human behavior is very strong in rural settlements. Since there are few residents, the ties between them are quite close, insofar as everyone knows everyone and about everyone, the anonymous existence of a person is almost impossible, each episode of his life can become an object for evaluation by the environment.

City- (medium, large, giant) has a number of characteristics that create specific conditions for the socialization of its inhabitants, especially the younger generations.

The modern city is objectively the focus of culture: material (architecture, industry, transport, monuments of material culture), spiritual (education of residents, cultural institutions, educational establishments, monuments of spiritual culture, etc.). Thanks to this, as well as the number and diversity of layers and groups of the population, the city is the focus of information potentially available to its inhabitants.

Village In the village, a person finds himself, as it were, at the crossroads between traditional being, characteristic of a village or a small town, and the actual urban way of life. As a rule, he assimilates a certain fusion of traditional and urban norms created in such settlements, which is not similar to either one or the other. This peculiar fusion should hardly be considered a transition from rural to urban norms. Rather, it can be seen as a very special way of life.

MICROFACTORS OF SOCIALIZATION

Family- the most important institution of socialization of the younger generations. It is a personal environment for the life and development of children, adolescents, young men, the quality of which is determined by a number of parameters of a particular family. These are the following options:

1. Demographic - family structure (large, including other relatives, or nuclear, including only parents and children; full or incomplete; one-child, few or large). 2. Socio-cultural - the educational level of parents, their participation in society. 3. Socio-economic - property characteristics and employment of parents at work. 4.Technical and hygienic - living conditions, housing equipment, lifestyle features.

family education- more or less conscious efforts to nurture the child, undertaken by older family members, which are aimed at ensuring that the younger members of the family correspond to the older ideas about what a child, teenager, youth should be and become.

Neighborhood. For adults, neighborhood plays a particular role in their lives, depending on the type and size of the settlement, the socio-cultural status and age of the person. For children, neighborhood is not only a living environment, but also a powerful factor in socialization. and learn new vocabulary, new, often different in comparison with family norms, stereotypes and prejudices. In this communication, they get an idea of ​​life values, lifestyles that are different from those learned in the family, they learn the norms and style of gender-role behavior. They join a certain layer of culture, as well as the children's subculture, exchanging new information, children's (and not only children's) folklore with their peers.

Religious organizations. Religion as one of the social institutions has traditionally played an important role in the life of various societies. In the socialization of a person, religion and religious organizations (communities of believers at prayer centers) were the most important - after the family - factor.

educational organizations. Educational organizations are specially created state and non-state organizations whose main task is the social education of certain age groups of the population.

The main functions of educational organizations in the process of socialization can be considered as follows: introducing a person to the culture of society; creation of conditions for individual development and spiritual and value orientation; autonomization of the younger generations from adults; differentiation of students in accordance with their personal resources in relation to the real socio-professional structure of society.