From birth, a person finds himself in society - a certain circle of people with similar habits, standards of life, concepts, goals, etc. From an early age, he goes through different stages of socialization, which depend on his development, worldview, and attitude towards the environment. Sometimes it happens that a child or an adult misses some stage, so there are situations in which people can talk about a lack of upbringing or a closed character. Extroversion or introversion does not depend on knowledge of social norms and their application in life.
Socialization by definition is a long process consisting of several stages
Socialization what is
The child receives his first socialization skills in the family. If there are prosperous parents, the child has the opportunity to learn how to behave in society. The first society is parents. After 3 years, the child goes to kindergarten, where the study of the next stages continues in a larger society. In school classes and college groups, there is always an adult who is obliged to guide the child if something doesn’t work out for the latter.
Note! The basics of socialization are given to the child by the mother and father. This is the shortest stage of studying ethical standards. If any situation arises where an unreasoned point of view is imposed on a child, this is not teaching the stages of life and functioning in society, but the suppression of personality in a person.
Socialization is the process of learning and applying the rules and norms of the surrounding society. Thanks to this knowledge and skills, it is much easier for an individual to live and communicate with other people, and function in society. Formation must be correlated in three areas of life: activity, communication, self-development.
Types of socialization
Personal effectiveness - what is it?
The process of becoming a person in society has several categories:
- primary socialization;
- secondary;
- permanent.
Permanent socialization is a person’s ability to adapt to a new society
Primary socialization
Primary socialization of the individual begins from the moment of ontogenesis and ends approximately after puberty. This is the most basic stage of development. It is at this age that an individual is able to accept a huge amount of information, process it and make some acquired skills instinctive. That is, knowing from an early age that the act of polluting the environment does not correspond to the norms of behavior in society, a preschooler, after the end of the training period, will throw garbage into the trash bin on his own, without even thinking that it could be somehow different.
Secondary or re-socialization
Secondary socialization of the individual is the formation of new skills and knowledge of a person, while eliminating the previous ones. The individual tries to break the connection with the past, gaining another, no less valuable experience. This happens at the moment when a person feels the need to change his life attitudes. Resocialization lasts throughout life.
Permanent socialization
With knowledge of the basics of permanent socialization, a person can easily adapt to any society. There are very rarely cases when an individual does not use the skills of permanent socialization due to its uselessness. After all, throughout your life, your place of residence, city, country, place of work, and, accordingly, your social circle may change. It is this permanent process that will help a person quickly and easily adapt to new people, new rules, norms and laws.
01/30/2010/course work
The process of resocialization of homeless and neglected children. Tasks of primary care institutions for the rehabilitation of street children and adolescents. Stages of social work with street children from an orphanage. Interaction of a teacher with street children.
Socialization of personality, its phases and stages
5.09.2007/test work
The concept of “Socialization of the individual.” Phases and stages of personality socialization. Childhood. Adolescence. Early maturity or youth. Middle age or maturity. Old age or old age. Death. Formation of social qualities.
Social mobility and the political process
03/16/2010/test work
The concept of socialization, agents, stages of socialization and its problems. Features of social mobility in open and closed communities. Sociology of O. Comte as an independent and integral science of society. Political process and political ideology.
Social and pedagogical features in the activities of a social worker in a penitentiary institution
4.01.2009/abstract
The essence and concept of social work. Organization of social work in prisons and its effectiveness. Stages of social work in penitentiary institutions. Areas of social work in penitentiary institutions. The state of social work in prisons of the Russian Federation.
Social laws of civil society
09.21.2009/test work
The concept of sociology and its place in the system of sciences, main functions and purpose in society. Methods and stages of sociological research. Prerequisites and process of development of civil society, its structure and main components, differences from “uncivil” society.
Sociological research: concept and types
02/1/2010/abstract
Goals, types and stages of sociological research; theoretical, methodological and empirical levels of sociological knowledge. Program and work plan for sociological research, their preparation and development. Application of the sampling method of research.
Sociology in the system of humanities
1.01.2007/cheat sheet
Functions of sociology. The structure of sociological knowledge. The origin of sociology. Comte and Spencer. History of sociology in Western Europe and the USA. Sociology in the USSR. Modern Russian sociology. Types and stages of sociological research.
Essence and characteristics of social diagnostics
08/07/2010/abstract
Social diagnostics as an essential component of social work technology. Typical tasks of social diagnostics. Diagnosis of social development problems. Principles, methods and main stages of social diagnostics, their essence and characteristics.
Methodology and methods of scientific sociological and legal research
12/23/2010/abstract
The role of sociological research in the study of socio-legal problems. Stages of sociological and legal research. Specific methods for collecting empirical information in the sociology of law. Creation of an experimental factor, neutrality of the question.
Basic concepts of sociology
09.23.2010/cheat sheet
Concept, object, subject of sociology. Development of sociology in Russia. Program and stages of sociological research. Concept and types of social institutions. Social stratification and its types. Global problems of our time. Social communities and groups.
Stages of personality socialization according to A.V. Petrovsky
Personality development - what is it in psychology
The concept of socialization of scientist A.V. Petrovsky
| Adaptation | Personalization | Integration |
| Adaptation occurs during childhood, when a person actively goes through the phase of personality formation. At this stage, family, government institutions, and the closest circle of friends play an important role. | At this stage, the person himself becomes an agent for learning and reproducing already acquired skills. He can pass on skills to his children or pupils and exert social influence on other individuals. Self-presentation often occurs at this stage. | The final stage of human formation in society. During this period, the individual exists harmoniously with the environment, acting not only as an object of relations, but also as a subject. The best stage for self-realization and self-education. |
Scientist Petrovsky has his own concept of personality development
Adaptation stage
The adaptation stage, or primary socialization, occurs in childhood. Emotional and social connections provided to a child under the age of 3 play an important role in all subsequent life: in views, actions, thoughts, etc.
Important! The formation of socialization skills in a child can even take place through facial movements. Starting from the 14th day of life, the child distinguishes and shares the facial features of the mother and other people. So the first socialization skill begins with an ordinary smile. Until the age of one year, the child forms personal attachments. Permanent socialization begins to be studied at this age, especially at those moments when the child leaves the mother’s hands and falls into the hands of other relatives.
Individualization stage
The stage of individualization occurs in adolescence. This is approximately a high school student who no longer receives skills from the family, but from the environment, because the individual identifies himself as a teenager, and accordingly, the society in which he is located is considered close in development and formation. During this period, the era of protests or life against the rules begins. Basically, hormones play in the child; protests do not go beyond words and raised tones, but there are other situations. When a problem arises and a teenager does not listen to the closest skills training agents, government agencies intervene, engage his self-awareness, explain to him the legality or illegality of his actions.
In this stage of personality formation, a teenager may linger. The stage of individualization can last until the creation of one’s own unit of society and the birth of new individuals. Then the person himself becomes an agent for learning skills.
Integration stage
The integration stage occurs during the most mature period. At this stage, the person has matured as a person. Has a permanent place of work or his own profitable business, long work experience, which is an important indicator of the social factor. Has a social unit, raises children or teaches skills to less accomplished people. It is in the process of integration that a person brings his experience and knowledge to the masses. Self-efficacy has the highest percentage of development during this period.
Stages of personality socialization
It has been noted that one of the main goals of socialization is to overcome one’s egocentrism. Entering any social group requires an understanding that “you are not alone.” This is considered one of the signs of growing up. It is known that a child up to a certain age perceives himself as the center of the universe, and this is his natural state. Subsequently, we observe what is called youthful maximalism: the teenager continues to consider himself “the very best,” the one and only, but is faced with an abundance of the same “one and only” around him. This leads to conflicts, often serious ones.
Individuals who have not undergone socialization for some reason retain for a long time the characteristics characteristic of children or “newcomers.” Those around them perceive them as infantile and narrow-minded people, but in reality everything is more complicated. If in adulthood the passion inherent in adolescents for learning new things, active communication, and mastering new skills and abilities remains, then this can only be welcomed. At the same time, egocentrism and difficult experiences of one’s failures are clearly undesirable signs for a mature personality.
An example of insufficient socialization in adulthood is belief in “alternative histories” - the writings of Nosovsky and Fomenko, Chudinov and other pseudoscientific freaks. The point here is not only about political, “patriotic” and selfish motives. It’s just that a child, just starting to explore the world and discovering something new, strives to share his discovery with others; parents and other older members of society, to play along with him, share his joy.
During his school years, a teenager is faced with the impossibility of being a pioneer in the modern world: everything he learns about has already been discovered by someone, and his “discovery” is no longer of great value to others. A mentally healthy person gradually gets used to this situation and finds unexplored areas where he can show his skills and give something new to society. And a mentally disabled person experiences rejection from this situation; Instead of searching for unexplored areas, he is eager to “rediscover” what has already been discovered, to create a sensation and receive the laurels of a discoverer, which, as he is sure, simply must belong to him.
The biography of Anatoly Fomenko, the author of the famous pseudoscientific “New Chronology,” very clearly presents us with just such a person - an unsocialized intellectual who, for the sake of the honor of being a discoverer, is ready to commit any lie and achieve his goal by any means. For a long time he eked out the life of a “lesser” mathematician, compiled standard textbooks on geometry for students and was content with a modest salary. In the end, he got tired of it, he realized that the modest and routine work of teaching did not bring happiness, and decided to do something loud and sensational. In his native field, geometry, it is very difficult to become a discoverer, but history is a different matter. Written in collaboration with the equally unsocialized intellectual Gleb Nosovsky, “New Chronology” instantly became a bestseller; Many uneducated readers of this work seriously call Fomenko a “prophet.”
It was said above that school becomes an important environment for primary socialization. Indeed, the task of school is not only to provide some knowledge on various subjects, but also to teach how to live in society. In many countries, special techniques are used for this purpose. For example, in the United States, schools do not have stable classrooms; When a student enrolls in school, he chooses which subjects he will study, and at each lesson he finds himself in a new classroom, in a completely new team. Such socialization is very useful, especially in the USA, because a significant part of the population of this country lives in very small settlements where “everyone knows each other,” but excessive attachment to “one’s own corner” can create problems in the future when it is necessary to change place of residence (in connections with study, work, etc.).
Most Russians live in cities and towns with significantly larger populations, so they do not feel an urgent need for this type of school in our country. At the same time, another type of socialization is required - the ability to work in a stable team, which a Russian-style school can handle quite well.
Stages of socialization according to Kohlberg
Moral qualities - what are they?
Lawrence Kohlberg studied the concept of socialization at Harvard University in the 1990s. Unlike the previous scientist, Kohlberg does not connect the stages of socialization with age-related changes in a person or dependence on generally accepted norms. He distinguishes 6 stages of maturation of social relations.
The first stage involves young children who have no concept of “bad” or “good” regarding actions. At the initial stage, the child strives to be unpunished.
Adaptation to society begins from preschool age
The second stage refers to the period when the child understands that some action may be followed by punishment, and tries not to commit it. Substitute actions are performed in order to receive praise.
At the third stage, a person distinguishes between good and bad actions and tries to meet social requirements. The fourth stage is characterized by understanding and supporting the interests of society.
At the fifth stage, the individual evaluates his actions. At this stage, he thinks more about others than about himself. Highly moral behavior and maturity of mind play a leading role in his life. At this stage, the individual is able to understand the essence of the laws of society.
At the sixth stage, a person is able to create his own moral laws, which are perceived by society as highly moral. The individual’s previously acquired moral foundations are consolidated, which he cannot change during his subsequent life for ethical reasons.
The final stage of personality formation in the process of socialization
Socialization phases and life cycle
The process of socialization covers all phases of development of any human being, which are called life cycles . There are four such cycles:
ü childhood (from birth to puberty) – mastering the basic skills of human life;
ü youth (from 12 – 14 to 18 – 20 years) – preparation for an active working period;
ü maturity (from 18 – 25 to 60 years) – active working period;
ü old age (60 years and older) – exit from the active working period.
These life cycles correspond to four main phases (stages) of socialization:
ü primary (children’s) socialization
– stage of infancy;
ü secondary socialization
– a stage coinciding with the receipt of formal education;
ü socialization of maturity
– the stage of an individual becoming an independent economic agent and creating his own family;
ü socialization of old age
– the stage of gradual withdrawal from active work and transformation into a kind of “dependent” (of the state or one’s own children, depending on the level of development of society).
Each of these stages is associated with the acquisition of a new status set and the development of new roles.
Primary socialization. The further a person moves away from the moment of his birth, the less role biological instincts play in his life, and the more important factors of social order become. This is due to the fact that the life of an infant is inextricably linked with other human beings. It can be argued that the biography of an individual is the history of his relationships with others.
It is others who create systems through which all the child’s needs are satisfied: hunger is satisfied in accordance with the established regime, thanks to which others try to organize the functioning of his stomach. The regime is also established for other processes - physiological secretions, sleep, and other physiological processes.
In the process of socialization, physiological acts are endowed with social meaning. What we call gesture, facial expressions, etc. are physiological processes determined by social content. It is social programs that regulate this physiological process.
A child is given a smile almost from birth. A smile is primarily a physiological process, the contraction of certain facial muscles. For this purpose, there is a special program that coordinates the elements of this line. The awakening of this program may be carried out in the process of visual observation of the mother's behavior. But when the child felt that his smile changed the attitude of his parents and other people towards him, i.e. they become softer, kinder and thereby fulfill his wishes faster, which means he quickly solves his own problems, including physiological ones, then the child develops a different smile program, this time purely social. A child does not need a smile in itself as a physiological process; he needs it as a way of building social relationships. As soon as the child perceived his smile as social behavior, as a form of building social relationships, he immediately awakened a program for the formation of norms of social behavior.
When forming the intellect of a beginning member of society, the social factor also turns out to be decisive. Mental abilities and intelligence should not be confused: the former are mainly determined genetically, while the latter is developed. The social environment has a huge influence on the formation of intelligence.
An example of this is the childhood and youth of many brilliant people who were brought up in families with a certain social continuity that was favorable to the development of genius. The cases of such families are well known to many: the youth of Mozart and Bach has been described many times.
The most convincing evidence of the social origin of individual intelligence comes from observations of the so-called Mowgli children. Another name for this phenomenon is feral people (from the Latin homo ferus
- wolf people) - people who, for one reason or another, were deprived of human communication from infancy and were raised by animals. After 7–9 years, such children finally lose the opportunity to acquire a human mind and remain animals forever.
So, in Yevpatoria, a six-year-old boy lived for four years in an abandoned house with a pack of dogs. He lived on equal terms in a booth with three large mongrels left over from the previous owners of the house. They fed him: they brought food from the surrounding garbage dumps, like a puppy. The boy does not speak, and all his behavior is really like that of a stray dog. True, people have not yet lost hope of making him a man, because... He has not yet crossed the critical age threshold.
The importance of early influences that develop personality and intelligence is emphasized, in particular, by the following facts (R. Bergins): up to 20% of future intelligence is acquired by the end of the first year of life, 50% by four to 5 years, 80% by 8 years , 92% - under 13 years of age. According to some psychologists, at approximately 7–9 years old, a child assimilates up to 50% of the amount of information that he will have to learn throughout his life.
Scientists have proven that children raised outside the family have significantly reduced opportunities for full development. Among children in orphanages aged from one to three years, 46% of children examined in 1988 were lagging behind in physical development, and 75% in mental development.
The process of formation of individual intelligence is greatly influenced by such factors as:
ü Type of settlement.
Thus, the urban environment is more intellectually developed, primarily due to the many different norms of social behavior and the active movement of the population in various social environments.
ü Intellectual potential of parents.
Children from intelligent families, as a rule, have better initial preparation and achieve more in life. One reason is not only that parents passed on more knowledge to their children. They intensified more relevant activity programs and thereby expanded their potential for further socialization.
Secondary socialization. One of the main functions of this stage is the general preparation of the individual for his future life activities in educational institutions and the receipt of formal and informal education.
The true formation of intelligence, that is, the introduction of an individual to the world of scientific, systematized knowledge, begins at school. The level and quality of education, as a targeted and systematic acquisition of new knowledge, is the most important factor in the formation of individual intelligence.
According to an experiment conducted by L.N. Borisova in five groups with different levels of education, the gap in intelligence level increased noticeably as the educational level increased.
Secondary socialization also performs a number of latent (hidden) functions.
One of these functions is the development of skills to function in a formal organization. It can be argued that secondary socialization begins even before school - for those children who are brought to kindergarten or even nursery. Orphans - pupils of orphanages - find themselves completely deprived of primary socialization, starting their lives almost immediately with secondary socialization.
An unusual situation in which a child who has left the family finds himself is the absence of parents and relatives who previously supervised him. If at home, surrounded by parents, the child felt like “the center of the universe,” then in the team he was only one among many. He is now subject to the same rules as everyone else.
One way or another, by the time secondary socialization is completed, the parents and the child’s immediate environment have already conveyed to him not only a significant amount of information about the world in which he will live, but also the norms, values and goals of their groups and their social class (in any case - the class with which they identify themselves).
Research shows that parents' class background influences their child-rearing practices. Class position determines not only the amount of money parents spend on their children, but also what they expect from them. From surveys, it becomes clear that when asked to choose from a list of personality traits those that are most desirable in a child, representatives of the lower classes in the United States prefer obedience and conformity. In contrast, people with wealth choose rationality and creativity. This difference is explained by the fact that people on the lower rungs of the social ladder are usually poorly educated and perform simple jobs that are closely supervised. Expecting their children to be in the same position, they encourage obedience and may even practice physical punishment, such as spanking, to achieve it. The careers of better-off, better-educated parents typically require imagination and allow for more personal freedom. Therefore, they try to awaken the same qualities in children. In other words, parents act in ways that encourage their children to follow in their footsteps.
David McClelland tried to analyze “achievement motivation” as a personality quality, which is a social prerequisite for high economic activity and prosperity. In the behavioral aspect, achievement motivation is associated with upward mobility: frequent travel, long hours of work, the desire to accumulate capital, hope for the education of children, and entrepreneurial activity. In the field of social attitudes, there is a desire for innovation, a high sense of responsibility, action planning, rational calculation, and willingness to take risks.
How is this extremely important personality syndrome born and developed? It is proposed to look for the key in the field of socialization, in the corresponding requirements for the upbringing and education of children. From an early age, they need to instill self-confidence, perseverance in achieving goals, and respect for hard work. As McClelland says, once you sow achievement motivation, you reap a harvest of economic growth.
However, this approach does not take into account the situation where the desire to achieve success is enormous, but the means to realize this desire in entrepreneurship are either absent or inaccessible. Most likely, the consequence of this will be a deep crisis of hopes and expectations, which can lead to passivity and apathy.
Socialization of maturity. A person’s entry into this stage of socialization is delayed until the age of 25, or even older.
For traditional societies, this would be tantamount to death, but for an industrial society, this, due to more than doubling the average life expectancy, is quite normal. Literary monuments indicate that during the European Renaissance, men over 40 years of age were considered old.
This stage is characterized by the active integration of the individual into society. There is a desire to find your place in it. Integration proceeds successfully if a person’s characteristics are accepted by the group, by society. If this does not happen, then the following is possible:
ü maintaining one’s dissimilarity and the emergence of aggressive interactions (relationships) with people and society;
ü changing oneself, “becoming like everyone else”;
ü conformism, external agreement, adaptation.
The future developmental goals facing individuals between the ages of 18 and 30 tend to center around the primary goals that Sigmund Freud defined as love and work.
Through friendships, sexual relationships, and work experiences, young people develop their first ideas about themselves as adults.
In this regard, the socialization of maturity is usually characterized by the following two points.
First
–
is mastering the role of an independent economic agent.
If at the two previous stages the entire physical and cultural existence of the individual was financially provided by other people (parents, educators, guardians), then at the third stage the person must learn to independently take care of obtaining the means for his existence.
Second
-
starting your own family.
If at the first two stages of his socialization a person is only an object of someone’s teaching and educational influence, then with the onset of the third stage he himself turns into an agent of socialization. He is required to master new roles - husband (wife), father (mother), educator, mentor, guardian.
Socialization of old age. Old age in modern society means an inevitable decline in social status. First of all, this is due to the impossibility of an individual continuing his previous economic activity with the same intensity. This entails a decline in such parameters of economic status as the active disposal of property by those who possess it, and their place in the organization of labor. This process is usually accompanied by a decrease in income and health status. There is a feeling of social and professional lack of demand, which requires a certain mental adaptation. There is a need to master new roles (pensioner, dependent, grandfather, grandmother...).
It should be noted that the life cycle in modern society is becoming more flexible, as a result of which, according to sociologist Bernice I. Neugarten, an “ age-irrelevant society”
)
.
This means that it is no longer uncommon to have a 28-year-old mayor, a 30-year-old bank manager, a 35-year-old grandmother, a 50-year-old pensioner, a 65-year-old young father and a 70-year-old student. In this regard, according to Erikson, the main emphasis should be on the psychological development of a person.
Death. Awareness of impending death requires the individual to adapt to a new definition of his own essence. The concept of “dying” presupposes not only the occurrence of some biochemical processes, but also the adoption of a social status in which social structures not only accompany, but also shape the experience of contact with death.
It is worth comparing, for example, the difference in social meanings assigned to a 20-year-old individual who, according to doctors, has 5 years left to live, and an 80-year-old individual who has maintained good health.
Although people face death in different ways - just as they live in different ways - Elisabeth Kübler-Ross believes that the process of coming to terms with imminent death usually has five stages: denying the fact that one is dying; anger at the fact that his life will soon come to an end; an attempt to beg God or fate for a reprieve from death; depression, or “pre-grief”; reconciliation with the fact of death.
When the process of personality socialization is completed
It is impossible to name a specific age at which a person would fully adapt to the world around him. This assessment is highly subjective. Some go through all stages of socialization quite quickly and painlessly, others cannot learn any norm over a long period of time.
From a subjective point of view, the socialization process can last throughout life. Some stages of formation end at a certain period of life, others begin. Recently, you can notice that the norms and laws of the public are constantly changing. At the same time, people are trying to adapt to new rules and meet social requirements.
Socialization concept
First of all, when considering the issue of the stages of socialization, we will define the concept of socialization.
Definition 1
Socialization is the process of an individual’s assimilation of social norms and values, the knowledge system existing in society, rules of behavior, and psychological attitudes.
Socialization is integrative in nature and includes training, education, adaptation to society, the result of which is the assimilation by a person of the norms and values of society.
Society is not static, and therefore a person has to assimilate and adapt to changes in society, and society - to a person. Thus, we can say that the socialization of the individual occurs throughout human life.
