What is socialization of preschool children? What is the socialization of children in preschool age: is kindergarten necessary?
The life path of each person has certain phases associated with changes in lifestyle, system of relationships, life program, etc. The phases of the life course correspond to the age stages (stages, periods, steps) of ontogenesis. First age stage ontogenesis - preschool childhood. According to the age periodization of D.B. Elkonin, preschool childhood is the period from 3 to 7 years. Senior preschool age - the period from 5 to 7 years. In modern philosophy, sociology, psychology and pedagogy, the generalized concept of “childhood” is considered as a complex multidimensional phenomenon, which, having a biological basis, is mediated by many socio-cultural factors. The main socio-cultural factor - the idea of childhood and the child’s inner world - decisively determines the content of education and the style of socio-pedagogical influence. As an example, let us refer to European culture, where there are several images of the child. According to the traditional Christian view, a child bears the mark of original sin, and can only be saved by the merciless suppression of his will, submission to parents and spiritual shepherds. From the point of view of social and pedagogical determinism (J. Locke, K.A. Helvetius, etc.), a child by nature is not inclined to either good or evil, but is a “blank slate” on which society or a teacher can write anything. From the point of view of biological determinism (A. Weisman), the character and capabilities of a child are predetermined before his birth. Supporters of the utopian-humanistic position (J.J. Rousseau and his supporters) argue: a child is born good and kind and deteriorates only under the influence of society. Each of these images corresponds to its own style of education, each of these images is based on the perception of childhood as an object or subject of culture and society.
In modern socio-psychological practice, an opinion has developed: childhood acts as an object of education on the part of society and - as its social and mental development - as its subject. An obligatory prerequisite for the formation of personality is not only the assimilation of the experience of previous generations as a result of the influence of various social institutions on the child, but also the acquisition by him of the ability to get out from under such influence, the ability to make independent decisions.
It is fundamentally important to justify: preschool childhood is a subject of culture and society, and the child is a subject of the social and educational process.
Preschool age is the period of the most intensive formation of personality, mastery of the meanings and goals of human activity, a period of intense orientation in them. The main new development of this age is a new internal position, a new level of awareness of one’s place in the system of social relations, and the motivational and goal-oriented side of activity is formed. The result of the development of all types of activities (play, work, productive, communication, etc.) is mastery of the modeling of central mental ability (L.A. Wenger) and the formation of voluntary behavior (A.N. Leontiev, D.B. Elkonin). The preschooler learns to set more distant goals, mediated by representation, and strives to achieve them, despite obstacles. The main stages of the formation of social activity in pre- school age become those with which the process of emergence of responsible performance, responsible initiative and responsible exactingness is associated.
The initial foundations of social activity, as V.G. points out. Maralov, arise when a child begins to focus on the results of activities and behavior that are socially valuable not only for him, but also for others, when elements of responsibility for his actions and deeds appear. A sign of the emergence of responsibility is the ability to go beyond the current situation, overcome impulsive desires, understand the meaning of the task being performed, and one’s capabilities. At this level, responsibility finds its expression in diligence, in strict but conscious adherence to instructions.
The next stage is characterized by the qualitative development of responsibility, the emergence of a personal attitude towards the activity and its results in the form of initiative. Initially, such an initiative manifests itself only as its own execution, then it can become isolated and spread to other people in the form of organizing activities, providing assistance, etc.
The further development of the social activity of the older preschooler is characterized by the emergence of responsibility in the form of demands on himself and others; the child acquires the ability to independently formulate or reformulate a social task in available types of activities and relationships.
In older preschool age (5-7 years), the “social developmental situation” of the child changes. According to L.S. Vygotsky, “the social situation of development” determines entirely those forms and the path following which “the child acquires new personality properties, drawing them from social reality as the main source of development, the path along which the social becomes individual.”
In older preschool age, a child rapidly goes through the path “from existing alone” to the emergence of the ability to confidently exist among people and effectively master the moral and ethical sphere of human relations, built on satisfying claims for recognition, kindness, and honesty. During this period, the preschooler acquires his own individuality, becomes different from other children, and develops “ own face”, fold their own inner world and your own “picture” of the outside world. Senior preschool age is a period of mastering the social space of human relationships through communication with close adults, as well as through play and real relationships with peers. The child begins to distinguish between the cognitive and social planes of these relationships. A.N. Leontyev emphasizes: “Initially, for the child, relationships to the world of things and to the people around him are fused with each other, but then they split and they form different, although interconnected, lines of development that transform into each other.” The relationship of a child - a preschooler to other people begins with the “child-adult” dyad and gradually, in the process of socialization, the experience of relationships with the “child-child” dyad accumulates. The attitude towards oneself as a subject of social life appears later than the attitude towards others. In the process of social interaction, social comparison of oneself with others at the interpersonal and intergroup level, the child develops a positive social identity. In the process of socialization, the child becomes aware of himself in society, sees himself in other people, and is ready for responsible action in the world around him.
The essence and effectiveness of socialization of children of senior preschool age was studied by such teachers as S.A. Kozlova, S.V. Peterina, E.K. Suslova and others. According to O.M. Dyachenko, the socialization of a preschooler is “qualitative changes associated with life in society, interaction with other people, children and adults.”
In the process of socialization, the child learns the values, traditions, and culture of society. The child is socialized and acquires his own social experience in the process of various activities, mastering an extensive fund of social information, skills and abilities; in the process of communicating with people of different ages, expanding the system of social connections and relationships, assimilating social symbols, attitudes, values; in the process of performing various social roles by learning behavioral patterns.
Social experience is the result of a child’s actions and active interaction with the outside world. To master social experience does not simply mean to assimilate the sum of information, knowledge, skills, and samples, but to possess and master the method of activity and communication of which it is the result.
The most complete and accurate socialization of a preschooler is determined in the “child-society” relationship. It is in this unique position that the peculiarities of the accumulation of social experience are clearly manifested: the child becomes aware of himself in society, sees himself in other people, and is ready for responsible action in the world around him. The formation of such a position is a constant process (socialization), and, at the same time, the result of the child’s socialization (socialization). Considering the socialization of children of senior preschool age, we can distinguish two positions of the child in relation to society: “I am in society” and “I am and society.”
Being in the position of “I am in society,” the child strives to understand his “I,” his capabilities, personal qualities, and this position develops in objective and practical activities.
In the “I and society” position, the child is already trying to recognize himself as a subject of social relations. This position unfolds in conditions of activity aimed at mastering the norms of human relationships, in conditions of recognition of his individuality, independence, and responsibility.
Both of these positions are practically associated with certain stages of development in childhood, fixing the corresponding position of a growing person in relation to himself, to society, to social reality, as well as his possibilities and characteristics of inclusion in the corresponding activity and development in it. It is precisely depending on the nature and content of reality, the predominant development of one or the other side that the child’s relationship to the world of things, events, to other people and to himself, which are integrated in a certain social position, most actively develops.
According to O.M. Dyachenko, S.V. Peterina, E.K. Suslova, social development in older preschool age it is aimed at: nurturing in the child a culture of knowledge of adults and children; formation social emotions and motives that contribute to the establishment of interpersonal relationships; nurturing ethically valuable ways of communication; the formation of self-knowledge; instilling self-respect in a child; mastering speech and verbal communication (promoting the establishment of dialogical communication between children in joint games and classes, differentiated use of various means of communication, taking into account the specific situation).
The main goal of pedagogical touch for a specific child is to satisfy special biosocial needs.
It is generally accepted in domestic and world psychology that the source of a person’s social activity is need. Let us highlight the basic needs of a preschool child: the need for security and safety; social needs; need for playful, creative and cognitive activity; need for pleasure.
Forming the social activity of a preschooler means, first of all, stimulating the corresponding needs and ensuring their motivating influence on activity and behavior.
IN general view The socialization of a child of senior preschool age can be presented as the process of his entry into culture, into a new social environment and integration into it. And the result of integration into society, entry into culture, appropriation and transformation of social experience is a children's subculture, which includes specific values and attitudes, norms of behavior, special types of activities and communications characteristic specifically for the children's environment.
Consequently, an older preschooler learns social experience if he is a subject of social life. Childhood is a valuable, unique, most important period in a person’s life, the essence of which is not preparation for a future life, but a real, bright, original, unique life. The main meaning of the social development of a child of senior preschool age lies in mastering reality, in appropriating the social essence of a person.
Thus, in the process of socialization, the child masters and actively reproduces social experience, acquires the knowledge, skills and abilities necessary for life among people, develops the ability to communicate and interact, and navigate systems of social norms and rules. All this is impossible without specially organized socio-pedagogical intervention. Therefore, purposeful pedagogical activity is necessary, promoting the socialization of older preschoolers and serving as one of its functions.
Social-pedagogical activity is understood as this type of professional activity, the content of which is the social training and education of children (people of different ages) and the creation of appropriate conditions for this. The most important characteristic of social-pedagogical activity is its joint nature: a two-pronged process in which a social educator-teacher and a student are present.
Social and pedagogical activity aimed at the socialization of children of senior preschool age is a system consisting of a subject-activity sphere, a sphere of social literacy, a sphere personal growth. The content of the subject-activity sphere includes the child’s adaptation to activities to improve social skills; the content of the sphere of social literacy refers to the child’s social activity in the environment; The sphere of personal growth includes targeted pedagogical actualization of the development of the child’s personal maturity.
Consequently, the social teacher, as the main subject of social-pedagogical activity, implements cognitive (cognitive), communicative, value-based and activity-based approaches in the process of socialization.
Communication component. It absorbs all the variety of forms and methods of mastering language and speech, other types of communication and their use in various circumstances of activity and communication.
The cognitive component involves the development of a certain range of knowledge about the surrounding reality, the formation of a system of social ideas and generalized images. It is implemented to a large extent in the process of training and education, including means mass media, in communication, and manifests itself primarily in situations of self-education, when a child seeks and assimilates information according to his own needs and initiative in order to expand, deepen, and clarify his understanding of the world.
The activity (behavioral) component is a broad and varied area of actions and behavior patterns that a child learns: from hygiene skills, everyday behavior to skills in various types of labor activity. In addition, this component involves mastering different rules, norms, customs, taboos, developed in the process of social development and must be learned in the course of familiarization with the culture of a given society.
The value component is a system of manifestations of the motivational-need sphere of the individual. These are value orientations that determine the child’s selective attitude towards the values of society. A human being, being included in the life of society, must not only correctly perceive objects, social phenomena and events, understand their meaning, but also “appropriate” them, make them significant for yourself personally, fill them with meaning.
Each component, accordingly, involves the choice by the social teacher of certain content and means for interaction with older preschoolers, taking into account their developmental characteristics.
Means are a set of material, intellectual, emotional and other conditions used and created by the teacher to achieve a particular goal.
The main means are socialization factors (nature, communication, art, culture), socio-pedagogical methods (verbal, verbal-visual, practical, stimulating), forms (classes, excursions, games, collective activities).
Thus, socialization is considered as a process of mastering the social experience of human life and as a result, that is, learned experience and real human life. A feature of the socialization of an older preschooler is that the leading activity is play, with the help of which he masters knowledge, skills, and acquires his own life experience, performing in game situations certain social roles that are required in his future real life.
Theoretical analysis of the literature allows us to conclude that human socialization is one of the most complex and very current problems. Socialization is considered as a two-way process, including the accumulation and further reproduction of social experience by an individual through entry and active inclusion in the social environment.
Socialization is carried out in three main areas: activity, communication, self-awareness. It is a function of social institutions: family, educational institutions, religious organizations, and the media.
Socialization is one of the functions of socio-pedagogical activity. The social teacher, as the main subject of social and pedagogical activity, uses a variety of approaches to the selection of content and methods of socialization, based on taking into account the age characteristics and social experience of his students. The leaders, as a rule, are cognitive (cognitive), communicative, value-based and activity-based approaches, which contribute to qualitative changes in the personality of the pupil (senior preschoolers) associated with his life in society and interaction with other people.
A feature of the socialization of an older preschooler is that his leading activity is play, with the help of which he masters knowledge, skills, and acquires his own life experience, performing in game situations certain roles that are required in his future real life.
The essence of socialization of children of senior preschool age lies in their mastery of social experience in the subject-activity sphere, the sphere of personal growth and the sphere of social literacy.
Socialization, the formation of a child’s connection with the leading spheres of existence: the world of people, nature, the objective world. There is an introduction to culture, to common human values. Preschool childhood is the time of the initial formation of personality, the formation of the foundations of self-awareness and individuality of the child.
Raising and educating a child in preschool age is a new step in entering the world. An important role in optimizing the processes of social adaptation of children belongs to preschool educational institutions, since this is where active formation personality.
An important aspect of the development of a preschool child is his socialization, which is determined primarily by communication with adults and other children. In Russian psychology, social development is considered as the child’s appropriation of knowledge and experience accumulated by humanity, where at first the bearer of this experience is a close adult. The formation of a child as a member of human society occurs throughout his entire childhood, but begins very early, almost from the first weeks of life. The decisive role in this is played by the family, the position of the parents, their willingness to release the child into the world of human relationships, while providing all the necessary help and support.
Through communication, adults (primarily parents) influence the child. The ways of this influence can be different.
Firstly, it is important that the adult is perceived by the child as a subject, as a person, as a representative of society. In preschool age, especially among older preschoolers, the personal motive predominates in communication.
Secondly, an adult influences a child by setting tasks for him to learn or master any actions. Completion of a task usually receives approval or disapproval, reinforced or not reinforced. This attitude, the assessment of an adult, is also included in the framework of communication and is one of the ways of influencing the child.
Thirdly, a child’s communication with an adult has an impact on the sphere of communication itself, the child’s mastery of speech, the development of children’s personality and self-awareness, and the formation of friendships among peers (I.V. Dubrovina, 2004).
The communication of a child with an adult has a fundamental feature that distinguishes it from the communication of children with each other. In the child-adult dyad, the leading, dominant role belongs to the adult. It is the words and actions of an adult that determine the character and further development of his interaction with the child, and it is the mistakes of an adult that, as a rule, are the causes of conflicts that arise between a child and an adult. A lack of communication with adults in the early stages of development negatively affects not only the mental development of the child, but also the development of his personality as a whole. Lack of attention from parents and ignoring the child can lead to neuroticism, mental and psychosomatic illnesses, and profound personality disorders (I.V. Dubrovina, 2004).
The degree of socialization of an individual is an important criterion for his adaptation to life in society. L.S. Vygotsky, in his theory of cultural-historical development of the psyche, drew attention to the fact that “The social situation of development represents the starting point for all dynamic changes occurring in development over a certain period. It determines those forms and the path along which the child acquires new personality traits, drawing them from reality, as from the main source of development, the path along which social development becomes individual.”
Preschool age is the period of the most intensive social development.
Issues of development and socialization of pupils should be considered at four levels:
social - affecting the fundamental interests of the entire society as an integral system that integrates the population of the country, a particular region and the social political community;
institutional - relating to certain social organizations, departments, institutions, whose direct functions include socialization, education, training, health care, recreation and other issues of development and formation of younger generations;
interpersonal (intra-group) - manifested in families and other small social groups of mixed age composition, as well as especially children and teenagers;
individual - arising before the developing personality individual child(L.R. Bolotina, O.V. Budanova).
The older a child gets, the greater the role that aspect of his social development begins to play: mastery of the norms and rules of social relationships. It is not enough to simply provide a child with knowledge of how human society works and how it is customary to behave in it. It is necessary to create conditions for him to acquire personal social experience, since socialization presupposes the active participation of the person himself in mastering the culture of human relations, mastering social norms and roles, and developing psychological mechanisms of social behavior.
Preschool age is a period of active assimilation of social norms. The high rate of mental and personal development of a preschool child, his openness to the world and new experiences create favorable psychological soil for entering public life. Often, however, adults around the child underestimate the importance of this age period in the development of the child, regarding it as preparatory to the future, “real” life, which, in their opinion, begins from the moment of entering school. The first somewhat serious demands on a child in terms of mastering social norms are made precisely at school, so parents and educators do not set themselves the task of social development of a preschooler; it firmly occupies a secondary place in their minds. Priority is given to mental development, learning, preparation for school, and socialization occurs spontaneously, as if by itself, and its quality rarely becomes the subject of parental attention and concern. Meanwhile, it is in the preschool years that the first stereotypes of social behavior take shape, and an individual style of human behavior is formed (I.V. Dubrovina, 2004).
Therefore, it is necessary to help the child, even before school, acquire those social skills that he could rely on when entering a new social structure. Taking into account the objective limitations of the social capabilities of a preschooler, we can name only one area where he can accumulate the individual social experience necessary for entering school and adequate for his age - children's school institutions of various types. The child should have the opportunity to independently build relationships with other children and strangers.
Life among other children and adults is not easy, but it is safe for the baby: after all, adults are still constantly nearby and you can always turn to them for help if you cannot solve a particular problem yourself. The teacher is the bearer of social standards of behavior and communication, and he also helps children comply with them.
Despite the rather strict regulation of life in preschool institutions, the entire sphere of interpersonal relationships in them belongs to children. They independently acquire a very rich experience of relationships with other children and adults. By the time they enter school, such children have a range of social skills that allow them to establish adequate relationships with teachers and classmates.
In contrast, the so-called “home” children begin to experience difficulties from the very first day of school. They often find it difficult to get to know children, to approach unfamiliar adults at school, and they do not always know how to get along with others and resolve conflicts without the help of adults. More socially experienced classmates do not at all strive to provide psychological support to such a child; on the contrary, they push him away or ignore him, considering him a “nanny,” “whiner,” “mama’s boy,” or “grandmother’s granddaughter.”
Therefore, one of the tasks practical psychologist working with preschool children, is to help parents overcome their own unwillingness to “let go of the hand” of the child and allow him to enter society in the most gentle and accessible form.
Senior preschool age - the final stage of the initial link of socialization of a child at the level of a preschool educational institution. At this stage, significant changes occur in his life. Coming to kindergarten requires the child to master the system of such components of social adaptation: the ability to adapt to life in new social conditions, awareness of the new social role “I am a preschooler,” understanding the new period of his life, personal activity in establishing harmonious connections with the social environment, compliance certain rules of the group, requires the ability to lead in a standardized way, to defend one’s own thoughts and position (N.D. Vatutina, A.L. Kononko, S. Kurinnaya, I.P. Pechenko, etc.). “Mastering the science of life is the basic need of a child, which she strives to satisfy. This requires from him the ability not only to survive current conditions environment, but also to live to the fullest, realize your potential, achieve agreement with others, find your proportionate place in a contradictory world” (A.L. Kononko).
To raise a full-fledged personality, it is necessary to promote the socialization of the child in his first societies - the family and the kindergarten group, which can contribute to socio-psychological adaptation to further life in society and successful interaction with the world around him. The result of early socialization is the readiness of children to go to school and free communication with peers and adults. How the process of early socialization occurs largely depends future life person, since during this period approximately 70% of the human personality is formed.
Firstly, this is a spontaneous path, since from the first steps the human individual builds his individual life in the socio-historical world. It is important that the child does not simply absorb the influences of the environment, but is involved in common acts of behavior with other people, in which he acquires social experience.
Secondly, mastery of social experience is also realized as a purposeful normative process specially organized by society and corresponds to the socio-economic structure, ideology, culture and purpose of education in a given society.
To determine the effectiveness of the process of socialization of a child in children's institutions, the following criteria are distinguished:
– social adaptability, which offers the child’s active adaptation to conditions social environment, its optimal inclusion in the changing conditions for achieving success in achieving goals;
– social autonomy, which offers the implementation of a set of attitudes towards oneself, stability in behavior and relationships;
– social activity, which is considered as a realizable readiness for social action in the sphere of social relations, aimed at socially significant transformation of the environment, initiative, creativity, independence, and effectiveness.
By the end of the preschool period, the child, subject to full social education:
interacts selectively and consistently with children;
participates in the collective creation of ideas in games and in classes;
gives as accurate a message as possible to the other, is attentive to the interlocutor;
regulates his behavior by learned norms and rules (restrains aggressive reactions, fairly distributes roles, helps friends, etc.);
defends learned norms and rules in front of peers and adults.
1.3. Analysis of the activities of preschool institutions on the socialization of preschoolers
In the last decade, certain legislative acts and regulatory documents have been approved that underlie the activities of preschool educational institutions: “Convention on the Rights of the Child”, “Declaration of the Rights of the Child”, “World Declaration on the Survival, Protection and Development of Children”, “Family Code Russian Federation", Law of the Russian Federation "On Education", etc.
An analysis of regulatory documents related to the socialization of a child and the protection of his rights in the family and in a preschool educational institution made it possible to identify a number of areas related to the protection of the rights of the child: the child’s right to express his opinion; the child’s right to a first name, patronymic, and last name; the child’s right to property; the child’s right to education, which should be aimed at developing the personality, its talents, mental and physical abilities.
All this taken together forced research teams to take a new approach to the concepts and content of programs for the upbringing, development and training of preschool children - the content of all modern programs for preschool educational institutions includes a section “Social education”. This section is related to the development, education and training of children of all age groups.
Therefore, it makes sense to analyze modern preschool educational programs from the perspective of the socialization of children in a kindergarten setting.
Particularly successful is the description of the age-related opportunities for social development and education of preschool children in the basic program “Origins”. The authors of this program believe that it is necessary to cultivate interest, attention and friendly attitudes towards others. Encourage children to openly and sincerely express their feelings, to recognize the connection between a clearly expressed emotional state and the reason that caused this state. In the “Origins” program, the social development of children of any age group is linked to the development of the child’s speech and cognitive development of the preschooler. The rest of the content of socialization is revealed in other areas of work with children, but there is absolutely no mention of the child’s socialization itself, even in such sections of the program as moral, labor education and so on.
Unfortunately, in a number of new generation programs, little attention is paid to the socialization of a preschooler, and at the same time it is “scattered” in different areas of development, upbringing and education of children. Thus, it should be noted that in many modern programs there are almost identical areas of social and pedagogical work with children: familiarization with the phenomena public life, with the difficulty of adults, with objects of the immediate environment, with living and inanimate nature. In the “Program of Education and Training in Kindergarten” this section of work is called “Acquaintance with the Environment”, in the program “Childhood” - “The child learns the objective world, gets involved in work”, in the program “Origins” - “ Cognitive development”, etc. It is characteristic that in some of the programs, for example, in the “Program of Education and Training in Kindergarten”, ed. M.A. Vasilyeva et al., give recommendations for the socialization of a child already in the second year of life, but at the same time the main attention is paid to consolidating and deepening the need for communication.
The authors of the “Childhood” and “I am a Human” program, developed by Ph.D., Prof., approached the problem of socialization of a preschooler most deeply. S.A. Kozlova, however, the socialization of the growing and developing personality of a child, as shown above, is much broader in content and requires a special approach and real technology. The main task of using such socially oriented technologies in a kindergarten is to effectively introduce students to the system of knowledge accumulated by humanity, to universal human values, norms and rules that allow them to live and act in the present and future. Indeed, the inclusion of preschoolers in a variety of activities - educational, playful, artistic and aesthetic, labor and others - allows teachers to gradually form in children the norms and rules of behavior and communication, the manifestation of their own activity in conditions of respect for their right to free development and manifestation of their abilities.
The program for the sociocultural development of preschool children “Rodnik” is also trying to solve the problem of socialization of the personality of a preschooler. Its authors are Associate Professor, Candidate of Pedagogical Sciences L.B. Baryaeva, O.L. Gavrilushkina and speech therapists of preschool educational institution No. 26 of the Pavlovsk district of St. Petersburg E.O. Gerasimmova, G.S. Danilina, N.P. Makarchuk. The program was actively supported by the Education Committee of St. Petersburg in the person of its leading specialist G.G. Sparrow, head of preschool educational institution No. 26, Pavlovsk I.S. Makarchuk and the entire team of teachers.
The Rodnik program has been approved by the Scientific and Methodological Council for Preschool Education of the Ministry of Defense of the Russian Federation and is recommended for use in working with preschool children.
Experience with the program has shown that it can be used both comprehensively and in parts. The implementation of program tasks is not possible without interaction between an adult and children on the basis of kindness and humanization. The program gives you the opportunity to create, create fairy tales; build plots for game activities; transform into various roles, developing non-situational forms of communication in children, etc.
When creating the “Spring” program, teachers came to the conclusion that the goals and objectives of raising children are most fully achieved when they form ideas based on cultural traditions our ancestors and are associated with modern scientific data.
The child is at the center of the program. The program is based on the past, present and future of humanity and the life of an individual. The child learns to be aware of himself in time. The name of the program reflects the root connections with the concepts of “spring”, “clan”, “relatives”, “homeland”, which come from the name of the Slavic God Rod, according to the thoughts of our ancestors - the Slavs - the creator of the Universe, Earth and man.
The program is aimed at developing a holistic and harmonious personality of the child, as it creates conditions for awakening consciousness and contributes to the formation of the image of “I”.
Children become familiar with the traditions, rituals, work, clothing, songs, and legends of the Russian people, which largely ensures the process of “growing into human culture,” that is, socialization. The Rodnik program is aimed at creating good relations to nature and surrounding people.
When implementing the “Spring” program, the role of the game is placed in first place. L.S. Vygotsky notes that play as an activity that has a social nature and social content is included in the structure of any creative activity. The program takes advantage of this feature of the ancient arts and creative activities of preschool children, as well as material that is most consistent with this idea.
Work under the “Spring” program helps to reflect in the child’s mind that:
the world around us is one, everything in it is interconnected by millions of invisible threads, and any violation of its integrity, harmony and balance ultimately leads to the destruction of life on Earth, including humans;
modernity is connected with the past, with cultural heritage, with people’s worldview, etc.;
In the process of working under the “Spring” program, the following tasks are solved:
awakening a special emotional relationship in communication with nature, the desire to admire and at the same time take care of its conservation;
the formation of a social orientation, “discovery of a peer,” the perception of his positive emotional basis as an object of interaction, the emergence of emotional needs and business motives for communication as the basis of extra-situational-personal and extra-situational-cognitive forms of communication;
the formation of stable, generalized, schematized, emotionally charged ideas about people’s lives, their socialization in society, the connection of times, cultural heritage, etc.
development of freedom and self-expression.
The development and testing of a methodology for studying the social well-being of a family was carried out at the State educational institution - the Child Development Center - kindergarten No. 2317 in Moscow. The program was tested by the head E.V. Kulakova, head of the structural unit, psychological and pedagogical service G.G. Zubov teachers of the preparatory school group.
The program methodology included a survey of parents and educators on issues related to the social well-being of the family, as well as interviews with children in the preschool group.
When compiling survey forms for children and adults, teachers proceeded from the ideas of domestic pedagogy about the family as a sociocultural reality, the specifics of interaction in which are such characteristics as marriage, parenthood, and kinship. Based on this, questionnaires for adults included next question: family composition, its living conditions, income, pedagogical style, level of emotional health, the value of children at seven, the nature of relations with public educational institutions, in particular with a preschool institution.
Interviewing children included questions about the convenience of living conditions; satisfaction with the economic situation; a sense of stability (instability of the emotional atmosphere in the family; parents’ reproductive plans and the child’s desire to have a brother or sister; the breadth of social communication and family ties in the minds of preschoolers. The interview was conducted with each child separately.
Thus, recently a number of educational programs new generation. There are various developments of theories and practices for the socialization of the personality of preschoolers. But, nevertheless, the problem of socialization of children in preschool settings remains unresolved, since there is no uniform technology.
1.4. Play as the most important type of children's activity
Play is the leading activity of a preschool child. Children's play is a historically developing type of activity that consists in children reproducing the actions of adults and the relationships between them in a special conditional form. Game, as defined by A.N. Leontiev, is the leading activity of a preschool child, that is, such an activity, in connection with the development of which the most important changes occur in the child’s psyche and within which develop mental processes, preparing the child’s transition to a new stage of his development.
A game is a meaningful activity, i.e. a set of meaningful actions united by a unity of motive. The common idea that a game is just a functioning is generated by the fact that the game action is not performed for the sake of the practical effect that it has on the subject being played. Yet human play is not simply the functioning of systems matured in the body and not a movement that occurs only because a surplus of unspent energy has accumulated inside the body. A game is an activity, which means that the game is an expression of a certain attitude of the individual to the surrounding reality.
The main position that determines the essence of the game is that the motives of the game lie not in the utilitarian effect and material result that this action usually gives in practical non-game terms, but also not in the activity itself, regardless of its result, but in diverse experiences that are significant for the player, the sides of reality. Play, like any non-game human activity, is motivated by an attitude toward goals that are meaningful to the individual. But, in no play activity the significance of a particular goal can be very indirect: in practical, business life, a person can be prompted to action, the direct goal of which, by its own internal content, is devoid of significance for the individual, due to the fact that through this action a person can achieve the satisfaction of some goals in a roundabout way. then their needs, not directly related to the internal content of this action.
On important role games in the comprehensive development of children were indicated by A.M. Gorky and A.S. Makarenko. They considered children's play as the main type of physical and motor activity.
P.F. Lesgaft (1987) believed that play is an exercise from which a child prepares for life. A game is a conscious activity aimed at achieving a conditionally set goal. Well chosen and properly managed, play is a powerful tool for educating preschool children. The power of the game’s influence on the all-round development of the child lies in the emotional excitement, interest and passion that the child experiences during the game; he is able to put in a lot of effort and be very efficient.
Ya.A. Kamensky demanded a careful selection of games, taking into account their educational value, so that, simultaneously with development, they would contribute to the education of honesty, love of order, courage and friendly relations in the children's team.
The game is characterized by a special phenomenon that is unique to it - growing tension, joy, strong feelings and an undying interest in success. The excitement that a child experiences while playing brings the entire body into an exceptional state. physiological state, which contributes to the child achieving results that he would never have achieved in other conditions, outside the game (G. Craig, 2002).
Play is the most important source of development of a child’s consciousness, the arbitrariness of his behavior, and a special form of modeling for him relationships between adults, fixed in the rules of certain roles. Having taken on a particular role, the child is guided by its rules and subordinates his impulsive behavior to the fulfillment of these rules.
The motivation of the game lies in the very process of performing this activity. The basic unit of play is the role. In addition to the role, the structure of the game includes play action (action to fulfill the role), playful use of objects (substitution), and relationships between children. The story and content also stand out in the game. The plot is the sphere of activity that the child reproduces in the game. The content is the relationships between adults reproduced by the child in the game.
The game is usually of a group nature. A group of children playing acts in relation to each individual participant as an organizing principle, authorizing and supporting the fulfillment of the role taken by the child. The game distinguishes between children's real relationships (between the participants in the game) and gaming ones (relationships in accordance with accepted roles).
The game goes through various stages. According to D.B. Elkonin, object-based play first appears when the child reproduces the object-based actions of adults. Then the role-playing game, aimed at reproducing relationships between adults, comes to the fore. At the end of preschool childhood, a game with rules appears - a transition is made from a game with an open role and a hidden rule to a game with an open rule and a hidden role.
N.Ya. Mikhailenko identifies three gradually more complex ways of playing:
1) deployment and designation of conditional objective actions;
2) role behavior – designation and implementation of a conditional playing position;
3) plotting - the development of a sequence of integral situations, their designation and planning.
Play is a natural companion of a child’s life and therefore meets the laws laid down by nature itself in the child’s developing body - his insatiable need for cheerful movements. Creativity and imagination, which are an indispensable condition for most games, enhance brain impulses, which, in turn, stimulate the pituitary gland, the activity of the thyroid gland and the entire endocrine system. Positive emotions and creativity are the most important factors for healing.
Sufficient saturation of children's free time with games contributes to their overall and comprehensive development. In addition, appropriately selected games, taking into account age, health status, the nature of functional changes in the body and the degree of physical fitness of children, games, especially outdoor games, undoubtedly contribute to the health, strengthening of the child’s body, hardening and thereby the prevention of diseases (G. Craig, 2002 ).
Game is a multifaceted phenomenon; it can be considered as special form the existence of all aspects of the life of the collective without exception.
The game acts in two dimensions: it gives momentary joy, serves to satisfy current needs, and is always aimed at the future, because it either models some life situations, or reinforces the properties, skills, and develops the abilities necessary for a person to fulfill social roles.
Without exaggeration, games can be called vitamins of mental well-being. Under their bright, funny, attractive form there are many pedagogical possibilities. These possibilities can be viewed through the game functions:
1. Sociocultural function.
The game performs important social functions, since in it the child feels like an individual and a member of a team at the same time. Thus, play is a means of socializing a child. Play is for a child what speech is for an adult. At the same time, the game, in the words of D.B. Elkonin, this is a kind of “school of morality”.
S.L. Rubinstein (2006) believed that a child’s play can only be compared to the charm of the highest forms of creativity. The game contributes to the child’s self-realization. By playing, he gains space - physical, emotional, social. He develops a complex of “selfhood” - self-expression, self-control, self-realization, self-determination, self-rehabilitation.
2. Communication function.
The game is impossible without communication, which is its main energy source. The game helps unite big and small, helps them find a common language. It is a prototype of collective activity, as it teaches us to negotiate with each other, give in, listen to a friend, continue his actions or help out, and subordinate one’s desires to existing rules. The child learns to understand and respect others, to cope with prohibitions. He is personally interested in this, since those who do not follow the rules will not be invited to the game next time.
There are two types of relationships in games. This is a competitive type relationship - between teams, between partners who have exactly the opposite goal (if one wins, then the other loses), and a relationship of true cooperation between members of the same team. Such cooperation helps the child to get out of the situation and analyze it as if from the outside.
3. Diagnostic function.
The game helps to identify deviations in the child’s behavior. For example, while playing, a child will break the rules or leave the game at a crucial moment. This should alert the teacher, force him to observe more closely, and find the cause of the deviations that have arisen. In the game, the child can diagnose his own strengths, capabilities, and personal qualities, that is, the game encourages the child to self-knowledge: can I?
4. Game therapy and correctional functions.
In most cases, games are designed to help the teacher harmonize the mental growth of children and prevent the emergence of deviations, resolve the inevitable conflicts of the child's soul before their possible degeneration into established complexes. The game is like a lifesaver, protecting the fragile child’s psyche from the pressure of daily experiences. Children intuitively resort to play as a psychotherapeutic means to relieve fears, stressful situations, emotional and intellectual tensions. The child does not just play, he tells others about what makes him happy or worries, what impressions or problems require a speedy resolution.
5. Entertainment function.
In many games, as the plot develops, players perform real and symbolic actions that are unacceptable in ordinary life from the point of view of social norms. When the game reaches these prohibited norms, the fun begins to flow, since this game gives you the opportunity to at least sometimes behave the way you want, to break the prohibitions. Games are accompanied by loud screams, laughter, stomping, pushing, sudden movements, and fast running. The child never gets tired of playing and is happy and comfortable.
The game contributes to the creation of protective mechanisms, a powerful psycho-emotional release is provided, as a result of which positive emotional sensations arise. And the more positive emotions a child receives, the more harmonious and joyful the world appears before him, the more comfortable and confident he feels in life (S.L. Rubinstein, 2006).
All children’s games are usually divided into two large groups: games with ready-made “hard” rules (sports, active intellectual); games have “free” rules, which are established during game actions (V.A. Krutetsky, 1986).
M. Lacerus offers the following classification of games:
games related to physical activity;
attraction to various spectacles;
intellectual games;
games of chance.
Imitation-procedural, in which children’s actions are similar to simple imitation of actions according to a model.
Dramatic games based on the plot.
Games with simple rules.
Games with rules without a plot and elementary sports games.
1. Physical and psychological games and trainings: motor sports, mobile, motor); ecstatic, impromptu games and entertainment; liberating games and fun; therapeutic games (game therapy).
2. Intellectual and creative games: subject fun; plot-intellectual games; didactic games (curricular, subject-specific, educational, educational, construction, labor), technical, design; electronic, computer, slot machines; game teaching methods.
3. Social games: creative, plot-role-playing games (imitation, director's, dramatization games, daydream games); business games (organizational-activity, organizational-communicative, organizational-mental, role-playing, simulation).
4. Complex games: (collective, creative, leisure activities).
Throughout preschool childhood, children develop several different types of play. The main place is occupied by the plot-role-playing game.
Role-playing play is the main form of play for preschool children, emerging at the border between early and preschool childhood and reaching its peak in the middle of preschool age. Role-playing is an activity in which children take on the roles of adults and, in a playful situation, recreate the actions of adults and their relationships. Feature game situation is the playful use of objects, in which the meaning of one object is transferred to another object, and it is used in connection with the new meaning given to it. The role of an adult, which a child takes on, contains hidden rules governing the performance of actions with objects and the establishment of relationships with other children in accordance with their roles. Role-playing play evokes in a child deep emotional experiences associated with the content of the roles performed, the quality of the role performed by each child, and the real relationships that children enter into during the process of collective play in the implementation of its general plan. In role-playing play, the development of the most important new formations of preschool childhood occurs: the development of imagination, the formation of elements of voluntary behavior, the development of sign-symbolic functions.
A game with rules is a type of group or pairs game in which the actions of the participants and their relationships are regulated by pre-formulated rules that are mandatory for all participants. The transition to a game with rules is prepared during role-playing games, where they are connected and hidden in the role. The initial forms of games with rules are plot-based, for example, “cat and mouse”.
Director's play is a type of individual play when a child acts out a certain plot with the help of toys. In a director's game, the child performs the function of both the director (holding the game plan) and the actors (performing certain role-playing actions to implement the game plan).
A didactic game is a type of game organized by an adult to solve a learning problem. A didactic game can be either role-playing or a game with rules. Didactic games are the main form of education for preschool children.
Much attention is paid to children's play by supporters of psychoanalysis. In line with this trend, play is seen as an expression of unconscious tendencies in symbolic form. It is believed that the development of play in preschool childhood is determined by a change in the main stages of the child’s psychosexual development (oral stage, anal stage, phallic stage). Developmental disorders at each stage necessarily manifest themselves in play. In this regard, within the framework of this approach, play therapy as a form of correctional work with children (expression of suppressed tendencies and formation of an adequate system of relations between the child and adults).
Consequently, a game is an activity that does not produce a material result; it is a special sphere of human activity in which a person does not pursue goals other than obtaining pleasure.
The influence of play on the development and formation of a child’s personality
In the early, preschool years of a child’s life, play is the type of activity in which his personality is formed. Play is the first activity that plays a particularly significant role in the development of personality, in the formation of its properties and enrichment of its internal content (S. Miller, 2005).
In the process of development, usually personal significance and attractiveness acquire, first of all, those actions and those manifestations of personality that, having become accessible, have not yet become everyday. What a child managed to do for the first time, be it opening a door, turning a handle, because this is an achievement for him, some kind of luck, acquires significance, attractiveness, due to which the action turns into game plan: the child begins to open and close the door over and over again, turn the handle again and again, not because now it is practically necessary to open the door, but because this action unconsciously pleases him as an expression of his achievements, his successes, his development; already familiar, everyday actions lose interest and cease to be the theme of the game. It is the new ones, just born and not yet strengthened as something habitual acquisitions of development, that primarily come into play.
In play, all aspects of a child’s personality are formed in unity and interaction.
Most games reflect the work of adults: children imitate the household chores of their mother and grandmother, the work of a teacher, doctor, teacher, driver, pilot, or astronaut. Consequently, games instill respect for all work that is useful for society, and affirm the desire to take part in it ourselves.
The game is formed moral qualities: responsibility to the team for the assigned work, a sense of camaraderie and friendship, coordination of actions in achieving a common goal, the ability to fairly resolve controversial issues.
By observing a child’s behavior in play, one can judge the relationships between adults in the family and their treatment of children. These games help instill in children respect for parents, elders, and a desire to take care of children. Imitating homework adults, children learn some skills economic labor: they wipe the dust from doll furniture, sweep the floor in their “house”, wash doll clothes. The vast majority of games are dedicated to depicting the work of people of different professions. Thus, through play, children’s interest in different professions is consolidated and deepened, and respect for work is fostered.
M. Istomina subjected a special study to the emergence of voluntary memory in preschool age. It turned out that during the game the best conditions are created for the child to be faced with the task of recalling and remembering something for the first time, and also the prerequisites for the development of voluntary memorization and recollection appear. The study also showed that a special memory exercise is much more effective if it is included in a game than if it is carried out in the form of specially organized sessions.
Games are often accompanied by songs, poems, counting rhymes, and game starters, which fills the vocabulary and enriches speech. Games also teach children to recite and sing independently and help overcome shyness (E. Bern, 1988).
While playing, the child studies color, shape, material properties, spatial relationships, numerical relationships, and studies solutions.
Games are also of great importance for moral education. Children learn to act in a team and obey common requirements. The presence of rules and the requirement to comply with them, the frequent change of drivers put the participants in the game in the position of equal partners, which helps to strengthen emotional contacts between children. Children gradually learn in the game that they should not leave someone in trouble or laugh at someone else’s awkwardness, because this can happen to anyone. The achievement of common success depends on the actions of mutual assistance (L.I. Penzulaeva, 2001).
Children perceive the rules of the game as a law, and conscious implementation of them forms the will, develops self-control, endurance, and the ability to control one’s actions and behavior. The game develops honesty, discipline, and a sense of justice. The game teaches sincerity and camaraderie. In collective games, children-organizers, children-leaders are identified who know how to persistently strive for a goal and carry others along with them. Skillful, thoughtful management of the game by the teacher contributes to the development of an active creative personality.
Games improve the aesthetic perception of the world. Children learn the beauty of movements, their imagery, and they develop a sense of rhythm. By playing and implementing various forms of activity, children learn about themselves, their bodies, invent, create, and at the same time develop harmoniously and holistically.
Play prepares a child for work: children make play attributes, arrange and put them away in a certain sequence, and improve the motor skills necessary for future work.
A.S. Makarenko (1977) argued that the way a child behaves at play is how he will behave at work later. Properly organized and systematically conducted games form character, will, and foster patriotic and international feelings.
The game is called the “queen of childhood” because... It is most intensively realized as an activity in childhood, ensuring the personal development of the child. Nature created the game for comprehensive preparation for life, therefore it has a genetic connection with all types of activities and acts as a specific children's form of cognition, work and communication. At the same time, the child does not play in order to prepare for life. The game becomes a kind of school of life for him. Therefore, play is an invaluable development tool.
Thus, summing up the above, we can conclude that play, providing the child with self-realization and emotional comfort, is an important factor in the comprehensive development of the child’s personality in preschool age.
Socialization is the assimilation by a person of morality, moral norms and values, as well as rules of behavior in the society that surrounds him. Socialization is carried out mainly through communication, and since the first person with whom the child begins to communicate and feel the need for him is the mother (or a person replacing her), the family acts as the first and main “institution of socialization.”
Socialization of preschool children is a long and multifaceted process. This is an important step on the path to entering the outside world - ambiguous and unfamiliar. Depending on the success of the adaptation process, the child gradually takes on a role in society, learns to behave in accordance with the requirements of society, constantly feeling for the precarious balance between them and his own needs. These features in pedagogy are called socialization factors.
Factors of socialization of the personality of a preschool child
- external factors– determine the content and form of socialization of preschool children, determine the vectors of their further development. These include the above-mentioned family, a children's group, say, in the yard, early development centers, interest groups, preschool institutions, as well as the culture and religion of a social group;
- internal factors – individual characteristics child, which directly influence the formation of his worldview and determine the style of experiencing interpersonal relationships.
The problem of socialization of the personality of preschool children is one of the basic ones in pedagogy and developmental psychology, since its success determines the individual’s ability to fully function in society as an active subject. The degree of socialization determines how harmoniously developed a preschooler will be, learning at the initial stages of the socialization process the norms and attitudes necessary to become a full-fledged and equal member of his social environment.
Features of socialization of preschool children
The ways and means of socialization of a preschooler’s personality directly depend on the age stage of development and are determined by the type of leading activity. Depending on the age, the most important factors in a child’s personal development are:
- For children under one year old, the most important thing is communication within the family. It is through the prism family relations and values, he perceives and assimilates basic information about the outside world, patterns of behavior are formed;
- after one year and until about 3 years of age, children develop a need to communicate in a group of children. That is why it is important to create conditions for the possibility of full-fledged interpersonal communications - that is, take the child to early development groups, playgrounds, etc. There, children learn to communicate with their own kind, teach each other simple norms of coexistence in society, for example, what to share, to empathize;
- from 3 to 6 years old, the main means of understanding the world for a child is his own speech: he learns to ask questions, build a dialogue, and analyze knowledge acquired verbally.
It is important to remember that at any age stage Socialization of a preschooler occurs mainly through play. That is why new development methods are constantly being developed and existing development methods are being improved, aimed at presenting information in a simple, accessible, playful form - that is, one that will be interesting.
Gender socialization of preschool children
Gender is a social sex, which means that gender socialization is the determination in the process of socialization of belonging to one or another sex and the adoption of corresponding norms of behavior.
Gender-role socialization in preschool age begins in the family, where the child learns the social roles of mom (woman) and dad (man) and projects it onto his own interpersonal relationships. A good example of gender socialization of preschool children is the game “Mothers and Daughters”, which is a kind of indicator of learned gender role norms.
Introduction
Conclusion
Application
Introduction
From the first days of his existence, a person is surrounded by other people. From the very beginning of his life he is involved in social interaction. A person acquires his first experience of communication even before he learns to speak.
Man is a social being, his progress depends not only on biological, but, above all, on social laws. Therefore, it is formed only in the presence of social living conditions.
In the process of interacting with other people, he gains certain social experience, which, being subjectively acquired, becomes an integral part of his personality.
A person develops and improves under the influence of other people, adapts to fulfilling specific responsibilities in society, and bears a certain responsibility for his behavior, actions and deeds. This process is called socialization, the main content of which is the transfer by society of socio-historical experience, culture, rules and norms of behavior, value orientations, in addition, their assimilation by the individual.
At present, when scientific and technological progress has reached a high level of development, society needs an active person with highly developed creative potential, capable of quick decision-making, harmoniously interacting with others, and constructively solving emerging problems.
According to many scientists (L.I. Bozhovich, L.A. Wenger, L.S. Vygotsky, A.N. Leontiev, M.I. Lisina, D.B. Elkonin, S.L. Rubinstein, etc.) , the first years of life are a critical period for social, intellectual and personal development. Exactly at childhood a person develops self-awareness and the first ideas about himself, forming stable forms of interpersonal interaction, moral and social norms.
In childhood, the process of socialization is greatly influenced by agents of socialization, that is, persons with whom the child has direct interaction. They may be:
family (parents or persons who constantly care and communicate
with a child, brothers or sisters);
kindergarten (primarily teachers);
-society (peers, friends).
In their role in the socialization process, agents differ depending on how significant they are for the child, how interaction with them is structured, in what direction and by what means they exert their influence.
The relevance of the topic is determined by the need to study gaming activities modern children to develop an adequate strategy for preschool education. As studies show (L.S. Vygotsky, 1966; L.I. Bozhovich, 1968; A.V. Zaporozhets, 1966; A.N. Leontyev, 1983; L.S. Slavina, 1948; F.I. Fradkina, 1966; D.B. Elkonina, 1978, etc.) it is the plot-role-playing game of a preschooler that determines the formation of the main new formations of this age, sets personal meanings that encourage activity. As noted by L.S. Vygotsky, in a game all internal processes are given in external action. Play is of particular importance for the development of the motivational sphere, the child’s volition and the child’s readiness for school. Preschool age is a sensitive period for the formation of the motivational sphere, when personal mechanisms of behavior arise, the subordination of motives develops, and the prerequisites for self-control and self-regulation develop. The most intensive and effective development of the child’s motivational sphere and volition occurs in role-playing games. (L.S. Vygotsky 1966; A.N. Leontiev, 1983; D.B. Elkonin, 1978).
Goal: to determine the forms, methods, and techniques of role-playing games that influence the socialization of the personality of a preschool child.
Object: the process of socialization of children.
Subject: mechanisms of socialization of the personality of a preschool child, formed through role-playing games.
Chapter I. Theoretical analysis of the problem of socialization of preschool children
1.1 Characteristics of the socialization process in a child from 3 to 7 years old
In the general understanding, socialization is the process of appropriation, acquisition of the social, i.e. a process that results in the inclusion of the social in the structure of the personality.
The concept of “socialization” includes a certain dimension - the individual and the social environment (team, society, other people). The essence of the process is determined from what, according to the authors, lies behind these relationships. Most often, the process of socialization is understood as a process of adaptation or accommodation. This interpretation is the earliest. It arose during the period of dominance of nature-centrism, but remains popular abroad today.
The understanding of socialization as an adaptation is characteristic of psychoanalysis, behaviorism and neobehaviorism (B. Skinner, E. Thorndike, Gere, Walters, etc.) and, to some extent, symbolic interactionism (D. Josom, L. Kohlberg, T. Newcome, etc. ). It is not alien to Russian psychology (V.M. Bekhterev, A.F. Lazursky, P.P. Blonsky). Neo-Freudians view socialization as a process of adaptation in society, the combination of natural impulses, instincts and demands of the social environment, where these instincts can actually be satisfied, as a result of which socially acceptable ways of their implementation are developed. Representatives of behaviorism and neobehaviorism (B. Skinner, E. Thorndike, W. Walters, etc.) interpret socialization as a process of social learning, the stimulus for which is also the need to adapt to society. For symbolic interactionists (J. Mead, D. Horke, D. Josom, L. Kohlberg, T. Newcomb), socialization is the result of adaptation, adaptation of the individual to group norms in the process of social interaction of people.
This specificity of the child’s socialization requires a special organization of adult activities - comprehensive support for the child’s social formation in the process of his upbringing, education and development. A child’s personality can develop normally only in social conditions. The role and influence of the social world on the life and development of a child can be described through a set of factors that determine the process of socialization of the younger generation.
In order for a child’s socialization to be most successful, it is necessary for him to master socially developed methods of analyzing the surrounding reality and master social relations. It is in preschool age that a child’s mental processes intensively develop, including imagination as the basis of creativity and the creation of new things.
Imagination is directly related to the child’s semantic sphere and is characterized by three stages (at the same time as components of this function) in development: reliance on visualization ( subject environment), reliance on past experience and the child’s special internal position, which is formed by the end of preschool age and receives further development in primary school age.
Imagination serves as a tool of cognitive activity and performs an affective, protective function: through self-affirmation in ideal situations, playing them out, the child is freed from traumatic moments. Imagination is the psychological mechanism that underlies the process of formation of voluntariness in the emotional sphere.
By the end of preschool childhood (age six to seven years), the child has the ability and need to social function, he experiences himself as a social individual - subject social action. The reason for this new personal crisis of this age is a special internal position: a system of needs associated with a new, socially significant activity - learning.
A child, born in human society, in the social world, begins to learn about it from what is close, what is accessible, what he is in direct contact with, that is, with the immediate social environment with which he begins to interact. Social upbringing and education must take this factor into account. It is necessary to rely on the fact that before the age of five, a child forms ideas about his environment. His education comes down to self-identification as a family member and developing norms of communication with adults and his friends. The content of education should be based on example and imitation, and include positive and negative patterns of behavior. The main channel of cognition is organized by the child through play.
It is important that the educational process fully embraces and uses the principle interaction between preschool educational institutions and families for the full implementation of the socialization process at this and subsequent age stages. From five to ten years of age, a child’s knowledge comes down to observing the phenomena of the surrounding world. As a result, clear images of human forms of life and activity are developed, the awareness that a person is responsible for his behavior and can combine the performance of several social roles.
During this period, the child must learn to observe, ask questions and reason. This type cognition is not yet systematic, but rather a heap of images that can already be classified into groups of images that differ in structure (structure) and activity (functionality).
The place and role of the formation of ideas about social reality as an indicator of the success of a child’s socialization (taking into account the specifics and characteristics of this process in a preschool child) in organized forms - social upbringing and education is interesting.
Based on the above, the following conclusions can be drawn:
- The educational tradition today in working with preschool children is largely based on the cultural and historical concept of L.S. Vygotsky and his followers: child development is self-development and the norm. The main characteristics of a child’s personality are associated with the mastery of higher mental functions and their incorporation into the structure of the personality.
- Age-related neoplasms of a child, serving as a criterion for personal development, from the perspective of intellectual, affective, mental, personal, voluntary, volitional formation in the dynamics of changing ages. These criteria are social in nature, therefore their priority development is ensured in the process of socialization of the child and its controlled component - social education. The basis of social education of preschool children is to familiarize them with social reality.
- At the present stage, a preschool educational institution must implement social and pedagogical activities as an integral technology for transferring the social situation of a child’s development into a pedagogical one - educational, educational, training, developmental. The educational process should be based on cooperation and interaction with the families of pupils as the most important microfactor for achieving the full socialization of the child.
socialization preschooler family game
1.2 Forms, methods and techniques of role-playing games that influence the socialization of a preschooler
Play plays a huge role in the development and upbringing of a child. It is an effective means of shaping the personality of a preschooler, his moral and volitional qualities; the game realizes the need to interact with the world, forms voluntary behavior, motivation and much more.
The main paradox during the transition from object-based play to role-playing is that directly in the object-based environment of children at the time of this transition, a significant change may not occur. The child had and still has all the same toys - dolls, cars, cubes, bowls, etc. Moreover, nothing significantly changes in the actions themselves in the first stages of the development of a role-playing game. All these objects and actions with them are now included in the child’s new system of relationships to reality, in new affective-attractive activity. Thanks to this, they objectively acquired a new meaning. A child on the border of the transition from object-based to role-playing play does not yet know either the social relations of adults, or the social functions of adults, or the social meaning of their activities. He acts in the direction of his desire, objectively puts himself in the position of an adult, while an emotional and effective orientation occurs in the relationships of adults and the meaning of their activities. Here the intellect follows the emotionally effective experience.
Added to this is another feature of the role-playing game that has not been sufficiently appreciated. After all, a child, no matter how emotionally he enters into the role of an adult, still feels like a child. He looks at himself through the role he has taken on, i.e. through an adult, emotionally compares himself with an adult and discovers that he is not yet an adult. The awareness that he is still a child occurs through play, and from here a new motive arises - to become an adult and actually carry out his functions.
There is reason to believe that when performing a role, the pattern of behavior contained in the role simultaneously becomes a standard with which the child himself compares his behavior and controls it. In play, a child performs two functions simultaneously; on the one hand, he fulfills his role, and on the other, he controls his behavior. Voluntary behavior is characterized not only by the presence of a pattern, but also by the presence of control over the implementation of this pattern. Role behavior in the game, as it turns out from the analysis, is complexly organized. It contains a sample that acts, on the one hand, as a guide to behavior and, on the other hand, as a standard for control; it involves the execution of actions determined by the pattern; it contains a comparison with a sample, i.e. control. Thus, when performing a role, there is a kind of bifurcation, i.e. reflection. Of course, this is not yet conscious control. The entire game is dominated by an attractive thought and colored by an affective attitude, but it already contains all the basic components of voluntary behavior. The control function is still very weak and often still requires support from the situation, from the participants in the game. This is the weakness of this emerging function, but the significance of the game is that this function is born here. That is why the game can be considered a school of voluntary behavior.
It is important to note that there are different classifications of role-playing games, according to various signs. Games are divided into classes depending on the method of their creation, goals, difficulty levels, and time and purpose. We distinguish four types of games: educational, educational and entertaining, and organizational.
Further speaking about the content of roles, as we have already established, it is mainly centered around the norms of relations between people, i.e. its main content is the norms of behavior that exist among adults, then in the game the child, as it were, moves into the developed world of higher forms of human activity, into the developed world of the rules of human relationships. The norms underlying human relationships become, through play, a source of development of the child’s own morality. In this regard, the importance of the game can hardly be overestimated. The game is a school of morality, but not morality in performance, but morality in action.
The game is important for the formation of a friendly children's team, and for the formation of independence, and for the formation of a positive attitude towards work, and for correcting some deviations in the behavior of individual children, and for much more. All these educational effects are based on the influence that play has on the mental development of the child, on the formation of his personality.
Those aspects of mental development that we have identified and in relation to which the determining influence of the game have been shown are the most significant, since their development prepares the transition to a new, higher stage of mental development, the transition to a new period of development.
The history of the development of coordination of play interactions throughout preschool childhood includes several stages. Among them: playing alone; observation game; "parallel" game - a game nearby, but not together; associative game, cooperative game; joint, collective game, game by the rules.
An important line in the genesis of play is associated with the problem of a child mastering own behavior. In a role-playing game, a process of subordinating the child to certain rules arises. L.S. Vygotsky pointed out that play is a school of volition, will and morality. The law of game development expresses the genetic connection between subject-based, procedural games of early childhood and games with rules that arise in older preschool age. Imitative-procedural games are characterized by the fact that in them both the role and the imaginary situation are open, and the rule is hidden. Story play undergoes transformations throughout preschool age; There are such varieties of it: role-playing game, director's game, dramatization game. However, every role-playing game contains certain rules, which arise from the role taken on by the child (for example, how a mother should behave, or robbers, or shipwrecked people).
A game with rules is a game with a hidden imaginary situation, a hidden game role and open rules. In a game with fixed rules, there is an internal task (for example, in a game of hopscotch, you need to achieve a goal while observing a number of conditions that are specifically agreed upon). Playing with rules thus prepares the emergence of an educational didactic game as a transitional form on the path to conscious learning.
A number of researchers identify the following stages in the development of the game. The first stage in the development of gaming activity is the “introductory game”. Based on the motive given to the child by an adult with the help of a toy object, it represents an object-based play activity. Its content consists of manipulation actions carried out in the process of examining an object. This activity of the baby very soon changes its content: the examination is aimed at identifying the characteristics of the toy object and therefore develops into oriented actions - operations. The next stage of gaming activity is called “reflective game” in which individual subject-specific operations become actions aimed at identifying the specific properties of an object and achieving a certain effect with the help of this object. This is the culmination of the development of the psychological content of play in childhood. It is he who creates the necessary soil for the formation of appropriate objective activity in the child.
At the turn of the first and second years of a child’s life, the development of play and objective activity converges and at the same time diverges. Now differences begin to appear in methods of action, the next stage in the development of the game begins: it becomes plot-representative. Its psychological content also changes: the child’s actions, while remaining objectively mediated, imitate in a conditional form the use of an object for its intended purpose. In this way, the preconditions of “role-playing game” are gradually infected. At this stage of development of the game, word and deed come together, and role-playing behavior becomes a model of relationships between people that are meaningful to children. The stage of “actual role-playing game” begins, in which the players simulate familiar work and public relations of people. Scientific ideas about the stage-by-stage development of play activity make it possible to develop clearer, systematized recommendations for guiding the play activity of children in various age groups. To achieve a game that is authentic, emotionally rich, and includes intelligent decision-making game problem, the teacher needs to comprehensively manage the formation, namely: purposefully enrich the child’s tactical experience, gradually transferring it into a conventional game plan, and during independent games, encourage the preschooler to creatively reflect reality. In addition, it is a good gaming-effective means of correcting disorders in the emotional sphere of children brought up in unfavorable families.
Emotions cement the game, make it exciting, create a favorable climate for relationships, increase the tone that every child needs - a share of his mental comfort, and this, in turn, becomes a condition for the preschooler’s receptivity to educational actions and joint activities with peers. The game is dynamic where the management is aimed at its gradual formation, taking into account those factors that ensure the timely development of gaming activity at all age levels. Here it is very important to rely on the child’s personal experience. Game actions formed on its basis acquire a special emotional overtones. Otherwise, learning to play becomes mechanical.
The importance of play for the mental development of a preschool child is great. D.B. Elkonin emphasized that the significance of the game “is determined by the fact that it affects the most essential aspects of the mental development of the child’s personality as a whole, the development of his consciousness”
The problem of the attitude of the adult community towards the child’s play is linked to the very important problem of misunderstanding of the special role, the problem of the devaluation of preschool childhood. The erroneous idea of the “preschool” age as empty, “preliminary,” “unreal,” which must be waited out until the child “matures” for school, has been replaced by another, but also incorrect. New fashion trend associated with the desire to speed up and skip preschool childhood through school-type education. Such “jumping” threatens one-sided development, such losses in the mental and personal development of the child that are not compensated by training.
Conclusion
The course work examined the specifics of the socialization process of a preschool child. We examined the process of socialization of the child’s personality as a process of his active inclusion in the existing social system through the acquisition of knowledge about social reality in the conditions of interaction between a preschool educational institution and the family.
Socialization is essentially a reflection of the process of becoming a person, whose life activity, starting from birth, unfolds as “entry” into the family and society. The family plays a special role in the socialization of the individual as the primary social group. Personal development child, his assimilation of diverse cultural values is carried out through his inclusion in the totality of available relationships. It is the family that has the characteristics social institution and is for a preschool child the first social environment through which he learns about the entire social world around him.
Based on the recognition of the importance of the family for the process of socialization of the child, it is necessary to find ways to involve the family in the educational process. This is an objective necessity today, because teachers and parents are united by the same goal - raising a developed personality.
Research of theoretical sources has made it possible to identify the main problems of socialization of the personality of a preschool child, revealed in domestic and foreign literature and existing in modern practice, to identify the essence of the socialization process, and to highlight the stages of mastering social reality. The specifics and content of the process of socialization of a preschool child were noted. The work developed criteria and indicators for assessing the effectiveness of the socialization process of preschool children.
Analysis of theoretical sources and research conducted in the course work allowed us to draw the following conclusions:
)The process of socialization of the personality of a preschool child in a preschool educational institution will be effective if the preschool educational institution meets the conditions for including the family as a microfactor in the educational process. If the preschool educational institution recognizes the role of the family in the process of raising and developing a child for a more complete and successful socialization of his personality. Parents must be involved in the educational process to create a unified developmental environment. Only in the case of close interaction between preschool teachers and parents is it possible to observe the conditions of unity of tasks and content of educational work in the preschool and family, and to maintain continuity in the content and technologies of the pedagogical process. The preschool educational institution should be responsible for establishing an atmosphere of cooperation with the families of pupils, recognizing the family's priority in choosing the main line of development of the child.
) In order for the process of socialization of preschool children to occur most fully, it is necessary to use in preschool educational institutions a program to familiarize children with social reality in the unity of the motivational, cognitive and activity-practical aspects of their life. This condition must be observed so that the developmental environment in a preschool institution contributes to the formation of ideas about social reality, an emotional and value-based attitude towards it, and contributes to the child’s inclusion in a variety of activities and communication. Taking into account these components of the child’s personality development, it is possible to develop in him the ability for creative activity (this important condition successful socialization of the child’s personality), consolidate knowledge and form the necessary personal qualities.
A preschool educational institution must implement social and pedagogical activities as a technology for transferring the social situation of a child’s development into a pedagogical, educational, educational, training, and developmental one. The process of social education is based on familiarizing children with social reality. At the same time, it is important that the age-related neoplasms of a preschool child are taken into account, since these criteria are social in nature and their priority development is ensured in the process of socialization. The completeness of achieving this process is possible in the unity of motivational, cognitive and activity-practical components of development.
The process of socialization of a preschool child is a fairly multifaceted and extensive topic and requires further research.
Application
Diagnostic material for studying the level of socialization in children from 3 to 7 years old
Communication games
Communication games are divided into three groups:
- games aimed at developing in children the ability to see their merits in another person and support them verbally or through touch;
- games and tasks that help deepen awareness of the sphere of communication;
- games that teach cooperation.
Examples of games (“Who did I become friends with”, “Flower of friendship”, “Mental picture on the topic “True friend””, “Masha is a real friend because...”, “A real friend in our group”)
Games and tasks aimed at developing arbitrariness
For preschoolers, games that help develop their volition are especially important. However, it is important that the formation of voluntariness is carried out quite consciously, so concepts such as “master of one’s feelings” and “willpower” are introduced to preschoolers.
Examples of games (“The Tale of Willpower”, “Poking”, “Wanting”, “Yakalki”).
Games aimed at developing imagination
They can be divided into three groups: verbal games, non-verbal games, “mental pictures”.
Tasks for developing “emotional literacy” in children
These tasks involve teaching children to recognize emotional states by facial expressions, gestures, and voice; learning to understand the duality of feelings; learning the ability to take into account the feelings of another person in conflict situations.
The theoretical basis on which these tasks are based is the theory of fundamental emotions by K.E. Izard, according to which emotions are considered as the main motivational system of a person, as well as personal processes that give meaning and meaning to human existence. I.E. Izard identifies ten fundamental emotions, each of which leads to different internal experiences and different external expressions of these experiences. Introducing children to age-appropriate fundamental emotions should be the content of the first step of work within this block. The following technologies are used here: " Unfinished sentences", "Drawing of feelings". Children are invited to imagine themselves as illustrators of children's books and make a drawing on the theme "Joy" ("Anger", "Fear", etc.).
Examples of exercises from this group (“Complete the sentence”, “Zoo”, “Drawing of joy”, “Artists”, “Parrot”, “Show the diary to mom”).
Emotional-symbolic methods
They are based on the idea of K. Jung and his followers that the formation of symbols reflects the desire of the psyche for development and the transformation of symbols or fantasy patterns into tangible facts through drawing, writing stories and poems, and modeling promotes personal integration. You can use two main modifications of emotional-symbolic methods proposed by D. Allan.
A. Group discussion of various feelings: joy, resentment, anger, fear, sadness, interest. As a necessary stage of discussion, children's drawings made on the theme of feelings are used. Moreover, at the drawing stage, feelings and thoughts that cannot be revealed in the process of verbal communication are sometimes explored and discussed.
B. Directed drawing, i.e. drawing on certain topics. You can use drawing while listening to therapeutic metaphors. Children were asked to draw any picture that was inspired by the metaphor. Directed drawing can also be used at the initial stage of work before serial drawing, because it facilitates the process of self-disclosure in children and the decision-making process.
Relaxation techniques
They are based on the understanding of the relaxation state as the antipode of stress from the point of view of its manifestation, features of formation and triggering mechanisms. The program includes exercises based on E. Jacobson's method of active muscle relaxation, breathing techniques, and visual-kinesthetic techniques. E. Jacobson's method of neuromuscular relaxation involves achieving a state of relaxation through alternating strong tension and rapid relaxation of the main muscle groups of the body.
Breathing techniques used deep breathing, rhythmic breathing with delay.
Visual-kinesthetic techniques are based on the use of visual-kinesthetic images.
Examples of exercises of 3 groups.
"The bunny got scared - the bunny laughed." Alternately take the pose of a bunny who was scared and then laughed (alternating tension - relaxation).
"Balloon". Children collectively “inflate” one very big one balloon until it bursts.
"Squeeze the lemon." The presenter asks the children to imagine that they have a lemon in their left hand, try to squeeze the juice, feel the tension, then throw the lemon and do the same with the other hand.
Cognitive methods
Lesson on the topic: joy, fear, anger (children 3-4 years old)
"What feelings look like."
"Show your feelings with your tongue."
"Show your feelings with your hands."
"The leaf is falling."
Lesson on the topic: “Don’t hold a grudge, tell me quickly” (children 4-5 years old)
“Mental picture on the topic: a boy (girl) is offended (offended).”
"Tap the offense on the drum." Children are asked to imagine (fantasize) that they are offended by someone. Then “tap” the insult on a drum so that others can guess at whom it is directed.
"The Tale of a Little Fox Who Was Offended." Children listen and discuss a fairy tale about a little fox. They come to the conclusion that they should talk about their offense, and then it usually goes away. Then they learn the secret “Don’t hold a grudge, tell me quickly.”
The tale of the little fox who was offended
In a large forest, where many animals live, there lived a family of foxes with a little fox son.
Lesson "Baba Yaga" (children 6-7 years old)
"Mental picture" on the topic: "Something very scary."
"Competition for the most terrible Baba Yaga." The presenter says that one of the most terrible characters in fairy tales is Baba Yaga, and offers to take turns turning into her. Children take turns leaving the room and putting on a Baba Yaga mask. At the same time, the presenter says: “There was Sasha - she became Baba Yaga.” The child then returns to the group and scares the others. It is determined who managed to show the most terrible Baba Yaga. Children remember the secrets they learned last year: “In order not to be afraid, you need to relax. In order not to be afraid, you need to laugh.”
"Baba Yaga has a toothache." The presenter places the most expressive Baba Yaga on a chair in front of the group. She offers to show how her teeth hurt, how painful and scary it is for her to go to the clinic, and the guys take turns feeling sorry for her.
"Baba Yaga has no friends." The presenter tells the children that they pitied Baba Yaga so well that her teeth stopped hurting, and she herself became much kinder (“so that the evil one would become kinder, I pitied him”). But she still continues to be sad because she has no friends. Next, the guys take turns approaching her and shaking her hand with the words: “Grandmother Yaga, I want to make friends with you.” The presenter needs to ensure that there is eye contact. It would be good if the leader and teacher took this role after the children.
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municipal government preschool educational institution
kindergarten No. 16 “Golden Key”
Message on the topic: “What is socialization of a preschooler.
Play as a form of child socialization"
(to the teachers' council on the topic: “ Role-playing game, as a condition for successful
socialization of a preschool child")
Prepared by:
Educator
May 2015
SOCIALIZATION OF PRESCHOOL CHILDREN IN PRE-SCHOOL CHILD
A game is a product of activity through which a person transforms reality and changes the world. The essence of the game is the ability to reflect and transform reality. In play, the child’s need to influence the world is first formed and manifested - this is the main, central and most general meaning of the game. It helps psychological relaxation and harmonious entry into the world of human relationships. The game is especially important for children who learn about the surrounding reality through playing the actions of adults and the relationships between them. Play is essential for the physical, mental and moral education of children.
Games for preschool children are very diverse. Traditionally, games are distinguished between mobile games, role-playing games, board games and didactic games.
1. Outdoor games. They are very good for health. A growing child's body cannot sit in one place for a long time; it needs movement, the release of accumulated energy. And outdoor games are an indispensable way of this energy discharge and development physical qualities younger schoolchildren. In many, there is a fight for individual or team championship. In addition to physical qualities, they develop such personality traits as courage, endurance, and perseverance.
2. Role-playing games. They reflect phenomena and processes that children observe or hear about from the adult world. In these games, each child takes on a specific role, for example, a doctor, a teacher, a fireman, and depicts the corresponding activity. Sometimes the plot of the game is planned in advance, events and actions unfold in a certain plan ( story games) .
3. Board games. Useful for expansion cognitive interests and for mental development. Such games include lotto with pictures, word games with all kinds of riddles, charades, rebuses, puzzle games, etc.
4. Didactic game. This is an active educational activity on simulation modeling of the systems, phenomena, and processes being studied. Since preschoolers love to play, the process of transferring a system of knowledge, skills and abilities in the form of a game is the most effective. These types of games help the child to better understand educational material. In addition, they contribute active interaction participants in these games.
The game allows the child to obtain and generalize knowledge about the world around him, develop his sense of collectivism, the desire and ability to help others. Play is the strongest means of including a child in the system of relations of the society to which he belongs, of assimilating cultural and spiritual riches. In the game, intellectual, personal qualities and physical abilities develop.
