Socialization: what is it, types, stages, forms

Factors of socialization.

Socialization factors are the mechanisms through which the socialization process occurs. The main factors identified by social educator A.V. Mudrikom, three:

1. Macro factors are global mechanisms that influence the social development of an individual (planet, space, state, country, society, government).
2. Mesofactors are conditions that influence socialization, mainly on a territorial or ethnic basis (place and type of settlement, region, town, city, people, ethnicity).
3. Microfactors are factors that have a direct impact on a person’s socialization (family, peers, school, place of study and work).

Each factor has an active element, thanks to which socialization occurs. For example, in a family there are parents, brothers, sisters, in school there are teachers and classmates. These elements are called agents of socialization.

Socialization is the result of socialization.

This is the formation of traits specified by status and required by a given society.

The main institutions of socialization

are: family, preschool institutions, school, informal associations, universities, production teams, etc. Such institutions represent communities of people in which the process of human socialization takes place.

In 1887, the American sociologist F. G. Giddens used the term “socialization” in his book “The Theory of Socialization.” When talking about socialization, we almost always mean human development in childhood, adolescence and adolescence. Only in the last decade has the study of socialization moved from childhood to adulthood and even old age.

There are two approaches to socialization: subject-object and subject-subject.

The first approach considers a person from the position of the absence of any activity in the process of socialization. The first person to study this approach was E. D. T. Parsons.

Everyone who believes that a person actively participates in the process of socialization are supporters of the second approach, i.e., subject-subject. This approach was founded by the Americans Charles Cooley and George Herbert Mead. Based on the subject-subject approach, socialization can be explained as human development in the process of assimilation and reproduction of culture. The essence of socialization is the combination of adaptation and isolation of a person in the conditions of a particular ethnic group. Adaptation (social adaptation) is the process and result of the counter-activity of the subject and the social environment (J. Piaget, R. Merton). Adaptation implies the coordination of the requirements and expectations of society in relation to a person with his attitudes and social behavior; coordination of self-esteem, i.e., a person’s self-analysis and aspirations, with his capabilities and with the realities of the social environment. Thus, adaptation is the process and result of an individual becoming a social being.

Separation is the process of autonomization of a person in society.

From what has been said, it follows that in the process of socialization there is an internal, completely unresolvable conflict between the degree of a person’s adaptation to society and the degree of his isolation in society. In other words, effective socialization requires a certain balance of adaptation and differentiation.

The stated understanding of the essence of socialization is valid within the framework of the subject-subject approach, in which socialization is interpreted only as the adaptation of a person in society, as the process and result of the individual becoming a social being.

In modern society, socialization has features depending on the environment and culture, but there are also common characteristics.

In any society, human socialization has characteristics at various stages. In the most general form, the stages of socialization can be correlated with the age periodization of a person’s life. There are different periodizations, and the one given below is not generally accepted. It is very conventional (especially after the stage of adolescence), but quite convenient from a socio-pedagogical point of view.

Socialization factors are circumstances, conditions that encourage a person to be active and act.

In domestic science, there are various classifications of socialization factors. The most logical and productive for pedagogy is the classification proposed in 1991 by A.V. Mudrik. He identified 3 main groups of factors:

· macro factors (space, planets, state). They influence the socialization of all inhabitants of the planet or very large groups of people living in certain countries;

Mesofactors – conditions for the socialization of a group of people who stand out:

a) based on nationality (ethnicity);

b) by location and type of settlement (region, region, city, district, village);

c) by belonging to the media.

· microfactors (family, peers, group of people, microsociety, teachers, educational institutions) - a social group that directly influences specific people.

Institutions of socialization: - family; - culture; - educational institutions; - religion.

In a broad sense, socialization is the process and result of human social development.

I. S. Kon believed that socialization is the totality of all social and psychological processes through which an individual acquires a system of knowledge, norms and values ​​that allow him to function as a full member of society.

From the position of G. M. Andreeva, socialization is the assimilation and reproduction of social experience by an individual in the process of life.

It is advisable to consider socialization as a two-way process, since not only assimilation occurs, but also reproduction of social experience; due to the unity of spontaneous and purposeful influence on the process of personality formation, external and internal content. Purposeful influence processes are implemented through the system of education and training; spontaneous - through the media of mass communication, social situations in real life, etc. The external process is the totality of all social influences on a person that regulate the manifestation of impulses and drives inherent in the subject. The internal process is the process of formation of a holistic personality. Socialization can be studied phylogenetically - the formation of the generic properties of humanity and ontogenetically - the formation of a specific type of personality.

Taking into account the above, G. M. Andreeva gives the following concept of socialization: socialization is a two-way process, which includes, on the one hand, the individual’s assimilation of social experience by entering a social environment, a system of social connections; on the other hand, the process of active reproduction by an individual of a system of social connections due to his active activity, active inclusion in the social environment.

In the process of assimilation and reproduction of social experience, a person acts both as a subject and as an object of socialization. B. G. Ananyev defined a person primarily as an object. He believed that by defining a person as an object of social development, one can understand the internal conditions of his formation as a subject of social development.

The course of socialization depends on the specific historical period. Modern socialization is determined by the rapid pace of development of science and new technologies affecting all spheres of human life. Childhood as the primary period of socialization has increased significantly compared to previous generations; it is characterized by humanization, that is, the child acts as the main value of the family and society. A special role is given to education and the acquisition of a profession. The development of a creative personality becomes necessary for society.

In scientific research, there is an active search for effective methods of influencing this process, ensuring its success [2; 3; 6]. Thus, foreign researchers consider the possibilities of various institutions of socialization (H. Remschmidt), analyze the effectiveness of educational technologies and educational techniques at various stages of socialization (R. Burns, W. Bronfenbrenner), explore the role of conventional norms and regulation of the socialization process (L. Kolberg, T . Shibutani), subjective processes reflecting the results of socialization are studied (R. Bern, E. Erikson).

In domestic psychology and pedagogy, the problem of personality socialization is considered at the philosophical, socio-psychological and psychological-pedagogical level:

— at the philosophical level, questions are resolved about the essence of social development (D. I. Feldshtein ), about the formation of social consciousness (S. L. Rubinshtein, V. A. Petrovsky) and social regulation of behavior (M. I. Bobneva, L. P. Bueva );

— at the socio-psychological level, the mechanisms of social interaction, the social roles performed by the individual are considered, the content of the socialization process is determined (G. M. Andreeva, I. S. Kon), the conditions for the development and functioning of the individual in large and small groups are analyzed (A. I. Dontsov, Ya L. Kolominsky, R. L. Krichevsky, Yu. P. Platonov), the age specificity of the socialization process is explored (A. V. Petrovsky, Yu. A. Kobazova, N. K. Radina, E. Yu. Tereshenko), features ethnic socialization (A. I. Dontsov, N. M. Lebedeva, L. I. Naumenko, T. G. Stefanenko). Russian psychologists study such aspects of socialization as adaptation (A. A. Nalchadzhyan, O. V. Krasnova), acculturation (A. L. Wenger), enculturation (E. P. Belinskaya, T. D. Martsinkovskaya). Social experiences in connection with the process of socialization are actively studied (S. T. Dmitrieva, I. V. Ivanova), the influence of individual factors on the process of socialization (T. V. Kostyak), features of the formation of personal identity of children (I. V. Ivanova, M. M Konchalovskaya) formation of professional identity at various stages of socialization (A. L. Grigorovich, S. A. Anishchenko, L. V. Guryleva);

— at the psychological and pedagogical level, the issues of increasing the effectiveness of socialization mechanisms through the educational process (A. V. Mudrik, D. I. Feldshtein), the socialization of high school students in pre-professional training (N. V. Garashkina) are being addressed; psychological and pedagogical factors that have an effective impact on the process of socialization in an educational institution are studied (E. A. Zhadan, V. V. Ignatova, S. V. Nikitina, O. V. Tsirul).

Socialization is considered as a complex multifaceted process, including:

- the assimilation by an individual throughout his life of social norms and cultural values ​​of the society to which he belongs;

— assimilation and further development of the individual’s socio-cultural experience;

— formation of personality, learning and assimilation by the individual of values, norms, attitudes, patterns of behavior inherent in a given society, social community, group;

- the inclusion of a person in social practice, the acquisition of social qualities, the assimilation of social experience and the realization of one’s own essence through the fulfillment of a certain role in practical activities, etc. (N. M. Platonova).

In psychological concepts, when defining the term “socialization”, emphasis is placed on such concepts as “social role”, “social behavior”, “internal and external regulation of (social) behavior”, “social situation of development”, “mechanisms of social formation of personality (mechanisms socialization)", "stages of socialization", etc.

In the domestic literature, the predominant identification of stages of socialization is based on a person’s attitude to work: pre-labor, labor, post-labor.A. V. Mudrik [7] identifies three groups of tasks for each stage of socialization:

1) natural and cultural tasks that are associated with the achievement at each age stage of a certain level of physical and sexual development, which has certain normative differences for certain religious and cultural conditions;

2) socio-cultural (cognitive, moral, value-cognitive) tasks;

3) socio-psychological tasks, including the formation of individual self-awareness, self-determination, self-actualization, self-affirmation.

Personalization concept.

Speaking about the concept of personalization as a certain theoretical construct that allows us to objectively assess the processes of personal development in the conditions of both a small group and a wider society, we should dwell on the main, basic positions of this conceptual model. Personality as a subject of interpersonal relations represents a unique unity of three hypostases of the existence of personality and personality itself: “Personality as a relatively stable set of intra-individual qualities: symptom complexes of mental properties that form its individuality, motives, orientations of the personality..., personality structure, temperamental characteristics, abilities...; personality as the inclusion of an individual in the space of inter-individual connections, where relationships and interactions that arise in a group can be interpreted as carrying the personalities of their participants...; personality as the “ideal representation” of an individual in the life activities of other people, including outside their personal interaction, as a result of semantic transformations of the intellectual and affective) need spheres of the personality of other people actively carried out by a person” [14, p. 6].According to this concept, an individual experiences a natural socially determined need to “be a person,” that is, to be “ideally represented” to the greatest possible extent in the minds of other people (primarily “significant others”), and first of all all and most of all by those of his characteristics, facets of individuality that he himself values ​​\u200b\u200bfor himself. The need to “be a person” can be satisfied only if there is the ability to “be a person.” A gap, a “fork” between need and ability can lead to serious disruptions in the process of personal development, qualitatively distort the line of personal growth, and disrupt the general progressive direction of movement towards true social maturity.

The role of agents and institutions

Sociologists distinguish 2 groups of people who influence the development and formation of personality in the process of socialization:

1. Primary - familiar people, or informal agents. These include members of a small community who are well known to each other: family, parents, neighbors;
2. Secondary – strangers are formal agents or institutions. This is a set of people connected by formal relationships: kindergarten, school, company, enterprise, city, state, etc.

Both groups play different roles and influence the formation of personality in a certain direction:

The education and upbringing of a child from 0 to 3 years old occurs under the influence of the main agents: parents and immediate relatives. They form the motivation and primary attitude of the individual towards others.

• After 3 years, the individual enters into relationships with additional agents: educators, teachers, doctors. Most preschool children actively master thinking and cognitive skills under the influence of informal agents.
• At the age of 8 - 15 (school period) they are influenced by their peers, adults belonging to different social groups, the media, and the Internet. Such a diverse environment does not exclude a negative impact on the individual and the possibility of antisocial behavior.
• Thus, by the age of 15-18, the personality is considered formed. In the future, other social institutions play their role. They use other means that influence her moral and psychological changes.

Factors and types of socialization

We have already become familiar with the conditions that influence the formation of personality, so we only need to systematize this knowledge and supplement it.

Factors influencing socialization:

1. Micro – those conditions and people that directly influence the formation of personality (relatives, upbringing with family, friends, work).
2. Meso – location where an individual lives (district, city).
3. Macro is the concept of influencing an individual on a large scale (government, planet, universe).

Classification of types of socialization depending on the age and development of a person:

1. Primary – from birth to adulthood (25-30 years).
2. Secondary is the breaking of old patterns. A person rethinks all those norms that were perceived in childhood and adolescence. New personal rules and views are formed. This type of socialization lasts until the end of life.

Types of personality formation based on another characteristic:

1. Gender – depending on gender. Girls are raised and taught according to one principle, boys - according to another.
2. Group - depending on the social group in which the individual spends most of his time (parents, circle of acquaintances, colleagues).
3. Organizational – refers to socialization in a team (at study, work).

Mechanisms

Every society has socialization mechanisms through which people convey information about social reality to each other. In sociological terms, there are some “translators” of social experience. These are means that transmit accumulated experience from generation to generation, contributing to the fact that each new generation begins to socialize. Such translators include various sign systems, cultural elements, educational systems, and social roles. Socialization mechanisms are divided into two categories: socio-psychological and socio-pedagogical.

Socio-psychological mechanisms:

• Imprinting is the imprinting of information on the receptor and subconscious levels. More common in infancy.
• Existential pressure - the assimilation of language and norms of behavior at an unconscious level.
• Imitation is following a model, voluntary or involuntary.
• Reflection is an internal dialogue during which a person critically thinks about and then accepts or rejects certain social values.

Social and pedagogical mechanisms:

• Traditional - a person’s assimilation of prevailing stereotypes, which occurs, as a rule, at an unconscious level.
• Institutional - triggered by a person’s interaction with various institutions and organizations.
• Stylized - functions when included in any subcultures.
• Interpersonal - turns on whenever there is contact with persons who are subjectively significant to a person.

Socialization functions

This mechanism is of great importance for the development of personality. Among the main functions there are:

• Normative and regulatory. This means that absolutely everything that surrounds a person can have one influence or another on him. In this case, we are talking about family, country politics, religion and much more.
• Personally transformative. In the process of communicating with other people, a person begins to show his individual qualities and characteristics. Thus, it is separated from the total mass.
• Value-oriented. This category is reminiscent of the regulatory category. However, in this case, a person adopts from everything around him not experience, but certain values.
• Information and communication. In this case, the individual’s lifestyle forms its way of life based on the experience of communicating with various representatives of society.
• Creative. If a person is brought up in the right environment, this will help a person learn to improve the world around him.

Definition of socialization

Before discussing this topic, it is necessary to understand what socialization as such is.

Psychological science says that socialization

is the process of an individual’s entry into a social system, mastering its norms, rules of behavior, values, knowledge and skills, and psychological attitudes.

Another, “unofficial” definition says that socialization is what allows a person to live in harmony with the world around him. How is this harmony achieved?

Man is the only creature who, let’s say, is not born by himself. Any animal at birth belongs to a certain species - the same one to which its parents belonged. And only a person, in order to obtain the characteristics inherent to his species, is obliged to undergo a long and complex process of socialization, individual forms of which occur throughout his entire life. In fact, if a newborn is left in the forest and there he randomly survives, then he will not learn to speak, or build, or even hunt. Certain forms of learning, of course, exist in many animals, but they take place only for a short time; an animal that has not undergone “socialization” still has a great chance of surviving and producing offspring, since the basic skills are embedded in its instincts. Long and complex socialization is observed only in higher primates, which proves that this phenomenon did not arise suddenly, but was inherited from our animal ancestors and evolved over thousands of years.

Types and agents of socialization.

Socialization

- the process of an individual’s assimilation of patterns of behavior, psychological attitudes, social norms and values, knowledge, skills that allow him to function successfully in society, beginning in infancy and ending in old age.

Types of socialization: 1. Primary socialization

. This stage covers the process of formation and development of personality, that is, the process of caring for, raising and educating children primarily in the family, carried out by those agents of socialization who are in direct and regular contact with the child in early and late childhood. During primary socialization, passive assimilation of information, skills, and ideas predominates.

2. Secondary socialization.

This stage covers the rest of the person’s “adult” life. At this stage, the development of the social environment occurs consciously, most of the information coming from outside is subjected to critical consideration. The individual makes a meaningful choice from several options.

3 Early socialization

represents a “rehearsal” for future social relations. For example, a young couple may live together before marriage in order to have an idea of ​​what family life will be like.

4. Resocialization

is re-socialization that occurs throughout an individual's life. Resocialization is carried out by changes in the individual’s attitudes, goals, norms and values ​​of life

5. Organizational socialization

is the process by which an individual acquires the values, abilities, norms of behavior and social outlook that are important for gaining weight in the organization and full participation in it as an employee

6. Group socialization

is socialization within a specific social group. Group socialization is the process of inculcating ideas and principles into an individual as he internalizes the basic values ​​and symbols of the group in which he is involved.

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... memory is studied in cognitive psychology because the processes of storing and retrieving information form the basis of mental processes. There are several theories that claim to describe the work... the quality of an object (What?) and its localization (Where?). These two types of information enter the associative memory, where comparison with existing samples occurs. ...

7. Gender socialization

- this is the assimilation, internalization of social roles, differentiation of activities, statuses, rights and responsibilities of individuals depending on gender.

Agents of Socialization

- these are structural groups or environments in which the most important processes of socialization take place. In all cultures, the most important agent of primary socialization for a child is the family. However, in later stages of life, many other agents of socialization come into play. Agents of secondary socialization of an individual are school, university, army, church.

Peer groups, the media, mass printed publications, and electronic communications have a great socializing effect on a person.

Agents of socialization, social statuses and roles

Agents of socialization are those people and institutions (organizations) that form our norms.

1. In childhood, these are family, educational institutions, church, informal associations.
2. In adult life, this is also added to: the workforce, the media, the state, political parties and other institutions (science, business, etc.)

So, throughout his life, an individual absorbs social norms, forms his social status and masters certain social roles that he has to try on. What it is? Let's get a look.

Social status is the place occupied by a person in society (cell), which determines the range of his rights and responsibilities.

We always occupy some position in society, which depends on our marital status, age, work, income, education, profession.

1. We receive some statuses regardless of our desire. These are prescribed statuses - for example, son, daughter, man, woman, etc.
2. Other statuses are called attainable - for example, husband or wife, janitor or president, etc.

A social role is a pattern of behavior that is oriented towards a certain social status.

For example, you had a child and you received a new status - mother or father. In this regard, you have a need to play a new social role as a parent in order to correspond to your new status. The difference from status is that it exists, but the role can be performed or not performed.

Successful socialization

In the process of socialization, a person goes through three main phases of development:

1. Adaptation is the mastery of sign systems and social roles.
2. Individualization is the isolation of an individual, the desire to stand out, to find “your own way.”
3. Integration is integration into society, achieving a balance between the individual and society.

A person is considered socialized if he is taught to think and act in accordance with age, gender and social situation. However, this is not enough for successful socialization.

The secret of self-realization and success is a person’s active life position. It manifests itself in the courage of initiative, determination, conscious actions, and responsibility. A person’s real actions shape his active lifestyle and help him occupy a certain position in society. Such a person, on the one hand, obeys the norms of society, on the other, strives to lead. For successful socialization, to succeed in life, a person must have the following basic characteristics:

• desire for self-development and self-actualization;
• willingness to make independent decisions in situations of choice;
• successful presentation of individual abilities;
• communication culture;
• maturity and moral stability.

A passive life position reflects a person’s tendency to submit to the world around him and follow circumstances. As a rule, he finds reasons not to make efforts, strives to avoid responsibility, and blames other people for his failures.

Despite the fact that the formation of a person’s life position is rooted in his childhood and depends on the environment in which he is located, it can be realized, comprehended and transformed. It's never too late to change yourself, especially for the better. People are born a person, but they become a person.

Factors influencing the socialization of an individual

Political socialization - what it is, how it can be defined

The process of socialization for an individual is an action that can be influenced from the outside by a number of conditions. Circumstances that contribute to the opportunity to master socialization include:

• family - life experience and knowledge acquired by a child in the family form the basis on which all further socialization of the individual is based;
• educational environment - the correct organization of pedagogical work affects not only socialization, but also the development of individual creative qualities of the individual;
• work is an activity that requires the use of all personal qualities of a person and fosters responsibility for the result of collective work in which he takes part;
• collective - the infusion of an individual into collective relations - a complex action, not always predictable, the result can be both the impact of the collective on the individual, and vice versa.

Individuals who are capable of permanent socialization, who also have charisma and leadership qualities, can easily change collective plans, views and principles.

Factors influencing the socialization of an individual

Features of socialization of children with disabilities

The socialization of children with disabilities - disabilities - provides for their right to diagnosis, special programs of psychocorrectional work, organizational and methodological assistance to families, differentiated and individual education. For children with special educational needs the following are created:

• Specialized preschool educational institutions, schools or correctional classes in regular schools.
• Health educational institutions of sanatorium type.
• Special correctional educational institutions.
• Educational institutions for children in need of psychological, pedagogical and medical and social assistance.
• Educational institutions of primary vocational education.

Opportunities for obtaining secondary vocational and higher vocational education are being created for children with disabilities. For this purpose, special educational institutions are created, and various forms of integration are provided for in general institutions.

Despite this, the problem of socialization of children and adolescents with disabilities continues to remain relevant. The question of their integration into the society of “healthy” peers raises a lot of controversy and discussion.

What does it contribute to?

Socialization and adaptation make it possible to form in a person’s brain the necessary set of values ​​and rules that he will subsequently apply to the world. These processes begin in childhood, when the parents of a young child begin to lay the foundation for the first mental and physical skills. After this, the person undergoes training in kindergarten, school and college. During this period, he gains more knowledge from other people, continuing to explore the world. Thanks to this, a person learns to communicate with the individuals around him and understands that the form of interaction with them can be different.

In addition, the socialization of the child is very important, as it teaches him self-control. Gradually, a person begins to learn how to react to certain events in his life. Thanks to this, he learns to distinguish between the internal and external worlds.

Desocialization

The concept of desocialization of the individual is closely related to resocialization, and means the destruction of previously mastered and accepted norms and rules of behavior, the destruction of previous attitudes.
What is it and why is this process needed? This process is used by psychologists when a person’s learned norms of behavior prevent him from successfully fitting into society. In this case, a person must desocialize - abandon previous attitudes, and then resocialize - accept new rules of behavior adopted in the group.

Desocialization is necessary for victims of domestic violence, people who went through wars and lived in combat zones, as well as those who moved to other countries with a different cultural heritage or when re-educating individuals suffering from deviant behavior - alcoholics, drug addicts, criminals. “Reconfiguration” of the head in such cases is necessary, and the process plan usually begins with an assessment of the attitudes that the individual sees as unshakable, and proof that this unshakability is apparent.

Stages and factors of personality socialization.

Socialization of personality

- this is the process of assimilating social norms, forming one’s own “I” to demonstrate the uniqueness of the individual as a person. That is, the process of socialization represents the establishment of identity. Society constantly dictates its rules and norms of behavior to us, so the duration of this process takes a lifetime, its main part being the period of childhood and adolescence.

The main goal of socialization is to prepare the individual to fulfill social roles for communication and the preservation of society. Instilling qualities and values ​​is the main factor in personality formation.

Childhood

—The stage of human development from birth to the onset of puberty. Although the time frame for the latter is individual, not constant over time and depends on the adopted age periodization system, the upper limit of childhood is defined as approximately 11-13 years. During childhood, extremely intense physical and mental development occurs. A critical period of development is early childhood. Its violation, for example, isolation from human society, can lead to irreversible mental disorders.

Youth is the most difficult period of socialization. Social and psychological maturity very often does not keep up with physical maturity. The importance of the teenage stage lies in the fact that the formation of the foundation of the personality—the worldview—ends;

awareness of one’s “I” occurs as an understanding of one’s place in life; There is a constant search for moral guidelines.

Maturity

is the flowering of the human personality. This is a long period, it consists of several cycles. The lower boundary is blurred, approximately 21-23 years. In an extreme situation, growing up occurs early; in calm times, it stretches out. The upper limit is indicated by retirement - 55 years for women, 60 years for men.

The main criterion of maturity: independence. “Criteria of independence”: Self-sufficiency of means of subsistence. The ability to manage money independently of others, Independence in choosing a lifestyle.

Living independently from parents. Adulthood is the most active period of socialization, since it is at this time that a large number of social roles in real life are mastered. Maturity is the most active creative age.

Old age

- this is the period of human life that begins after adulthood and is divided into several cycles: up to 71 years - old age; from 71 to 90 - senile; The age of a person over 90 years old is considered the age of longevity. Old age is a physical condition characterized by the gradual decline of all vital functions. Old age entails separation from certain social roles. First of all and most importantly, the elderly are waiting for retirement.

Death.

Awareness of impending death requires the individual to adapt to a new definition of his own essence. The concept of “dying” implies something more than just the occurrence of some biochemical processes. It entails the acceptance of a social status in which social structures not only accompany, but also shape the experience of contact with death.

Socialization factors

- these are circumstances that encourage a person to take active action. There are only three factors of socialization - these are macro factors (space, planet, country, society, state), meso factors (ethnicity, type of settlement, media) and micro factors (family, peer groups, organizations).

1. megafactors (mega - very large, universal) - space, planet, world, which to one degree or another through other groups of factors influence the socialization of all inhabitants of the Earth.

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

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

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

Stages of the process of personality socialization according to Erikson

Erik Erikson is a renowned developmental psychologist and psychoanalyst. According to him, there are the following stages of the socialization process:

Of course, this topic is much broader and interesting, and it is unlikely that it will be possible to talk about everything in one article. However, what has been said is already quite enough to get an idea of ​​socialization, as well as draw certain conclusions about your development and the development of your children.

We hope you found this article helpful. We wish you success!

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Key words:1Self-knowledge

Types of socialization

Socialization is a difficult, even contradictory process. In the process of his development, an individual becomes acquainted with both humanity as a whole and individual groups of people who have their own rules, goals and guidelines.

Therefore, experts distinguish several types of this phenomenon:

Primary socialization begins at the birth of a child and ends with the formation of a mature personality. It lays the foundations for all subsequent development of a person, and to some extent determines the scenario of his future life. The family is of greatest importance, because it is the first thing a child sees in his life. It is necessary to keep in mind that children perceive what they see around them uncritically, therefore they regard the behavior of adults in the family as basic, standard. Alcoholism and sloppiness, unsanitary conditions in the house - all this is “imprinted” in the child’s mind and can remain with him for life if he does not go through the subsequent stages of socialization. And vice versa - intelligence and cleanliness learned in the family will also accompany him in the future. In the future, kindergarten, school, a group of friends and peers become new social environments, where the child has to get accustomed to a new environment and act in accordance with new rules.

Secondary socialization, or resocialization, is the process of eliminating previous patterns of behavior and learning new ones. This process continues throughout the individual's life. During resocialization, a person experiences a complete break with his past and feels the need to assimilate new values ​​that are strikingly different from those that he previously adhered to. Typically, the changes that occur during secondary socialization are less than during primary socialization.

Group socialization is a process that takes place within a social group. So, if a child spends more time with his peers than in the family, then he more actively adopts the norms and rules inherent in the peer group.

Gender socialization is a process that involves learning the role of a man or woman in society. At the same time, boys learn to be men, and girls learn to be women.

In the past, gender socialization was an important and necessary part of a person's entry into society, but nowadays gender has largely ceased to have any meaning. Equality of rights and opportunities eliminates the need to “command” and “obey”, and representatives of both sexes have the opportunity to master the same professions, occupy the same positions and take on the same social roles (for example, in a family, both parents can take turns working and raising children, either the wife works, and the husband looks after the household and raises the children, or “the old fashioned way” - the husband works, and the wife takes care of the household and children)

The principles of gender socialization are still strong in traditional, backward societies (in the countries of Asia and Africa), but even there they are gradually losing their position.

Organizational socialization is a process in which an individual who is part of an organization learns its norms and rules and masters the skills of his work within its framework.

Early socialization is the process of mastering norms, rules and skills that do not correspond to the current level of physical, psychological and social development. First of all, this type of socialization is understood as a game - a kind of “rehearsal” for future social activity.

Types and phases of socialization

There are two basic types of socialization:

• Primary socialization. This is the period of socialization from birth to the formation of a mature personality. It is of exceptional importance because... is the foundation for further socialization of the individual. The main source of primary socialization is the family. The child adopts the behavior patterns of his parents, their worldviews, etc. The first idea of ​​behavior in society is laid down by the family. Friends and school are also important sources of primary socialization. A person at any age depends on the influence of the environment, and in childhood this manifests itself especially strongly. An individual can continue to follow the rules and norms that he learned in childhood for a long time.
• Secondary socialization. This is a kind of degeneration in social terms. A person gets rid of some old patterns of behavior and worldviews and forms new ones. This process occurs throughout life.

There are also additional types of socialization:

• Group – socialization within a specific group, for example, in the company of friends.
• Gender – the acquisition of specific social knowledge and skills of male or female gender.
• Early – socialization that does not correspond to the current level of development of the individual. Simply put, this is a “rehearsal” for future social roles.
• Organizational – acquiring the knowledge and skills necessary to perform one’s organizational function. This is, for example, familiarization with corporate rules and norms of interaction between colleagues.

As for the phases, the main phases of personality socialization are as follows:

1. The first phase is the assimilation of the values ​​and norms of the social environment in which the individual finds himself. A person strives to fit into society.
2. In the second phase, the process of self-actualization and personalization takes place. A person tries to influence other people in some way.
3. In the third phase, a person integrates into a certain social group, where he gets the opportunity to reveal his abilities and demonstrate them.

In addition, in the process of socialization a person also goes through several stages.

Types of personality socialization

There are several types of socialization, which depend on different factors. Mechanisms of personality socialization can be divided into two groups:

1. Primary
   – implying the perception of society in childhood. The child is socialized, focusing on the cultural position of the family in which he is raised, and on the perception of the world by the adults around him. From this we can conclude that parents shape the first social experience of their child.
2. Secondary
   - have no duration and last until a person enters a certain social group. With age, the child begins to get into different formations, for example, into a kindergarten or sports sections, where he learns new roles and, on the basis of this, learns to perceive himself from a different perspective. It is worth noting that socialization and personality often encounter certain inconsistencies, for example, family values ​​do not correspond to the interests of the selected group, and then a person goes through self-identification and makes a choice based on experience and feelings.

Gender-role socialization of personality

This type is also called gender socialization, and it involves a person’s assimilation of the peculiar differences between men and women. There is an acceptance of existing behavior patterns, norms and values ​​of both sexes, as well as the influence of the public and the social environment in order to instill a number of rules and standards. This continues throughout life. The concept of personality socialization in gender terms highlights the following mechanisms for its implementation:

1. Socially acceptable behavior will be rewarded, and deviations from the norm will be punished.
2. A person chooses suitable gender role models in close groups, that is, in the family, among peers, and so on.

Family socialization of personality

A child learns to perceive the world not only through the direct influence of adults, that is, upbringing, but also by observing the behavior of people around him.

It is important to note that often the development and socialization of the individual in the family comes across a discrepancy between the behavior patterns of parents and the requirements that they put forward for the child. An example is a smoking ban, but one of the parents or other family members has such a bad habit

The main factors of personality socialization are:

1. Family composition and structure, that is, how relatives interact with each other.
2. The child’s position in the family, for example, he may be a grandson to his grandmother, a brother to his sister, a son to his father, and a stepson to his stepmother. It has been proven that the socialization of a child raised in a two-parent family and a single mother is different.
3. The chosen parenting style, so parents and grandparents can instill different values ​​in the child.
4. The moral and creative potential of the family is no less important for the socialization of the individual.

Professional and labor socialization

When a person gets to work, there is a change or adjustment in his character and behavior during activities. Features of the socialization of the individual in the labor sphere are expressed in the fact that adaptation is carried out both within the team and in professional stratification. To improve one’s own status, the availability and development of labor skills is of great importance.

Subcultural-group socialization

Each person must master social roles that are related to the culture of the environment where he lived, studied, worked, communicated, and so on. The essence of personal socialization is based on the fact that each region has its own distinctive features, due to which society is formed. If we focus on subcultural-group socialization, then nationality, religious affiliation, age, field of activity and other factors will be taken into account.

Socialization and education.

Over the past ten years, the issue of the relationship between the concepts of “socialization” and “upbringing” has been widely discussed in pedagogy and other social sciences. At the same time, some authors try to replace education with socialization, others consider education as part of the socialization of the child’s personality, and others understand socialization as civic and moral education. There are other points of view. However, it is indisputable for everyone that upbringing is one of the fundamental factors in the socialization of a child’s personality.

Socialization as a result of socialization . Different approaches to the interpretation of the concept.

General definition: Socialization as the formation of traits specified by status and required by a given society. Conditions for successful socialization.

Good manners as a result of upbringing, the general level of personality development.

In its most general form, education is a purposeful process that promotes the development and formation of moral qualities of an individual, thereby influencing the socialization of the child. Education has its own characteristics. This process, unlike others, is always purposeful and carried out by people consciously attuned to it or specially trained for this: parents, teachers, educators, social educators, etc. In the process of education, the individual identity of each child is also taken into account.

The influence of upbringing on a child's development changes dynamically over time. The smaller the child, the stronger the educational impact on the formation and development of personality. As the child grows up, his share decreases, but the degree of independence of the child in choosing and preferring certain social values ​​and guidelines and his own influence on his development increases.

As a result of upbringing, self-education and the positive influence of other social factors (cultural, historical and religious traditions, the media, children's public associations, school staff, friends, etc.), a natural process of integration of the child into society occurs, i.e. his socialization.

However, the process of socialization of a child is often complicated for some objective or subjective reasons. For example, a child’s entry into society may be difficult due to the characteristics of his physical or mental development. As a result, the child “falls out” of normal social relationships and therefore needs special help for his successful integration into society.

The process of socialization of such children also occurs primarily through education. However, for each category of children, their own methods and technologies of the educational process must be developed, allowing them to activate positive factors and neutralize negative ones.

Main factors of socialization. A.V. Mudrik identified the main factors of socialization, combining them into three groups:

1) macro factors (space, planet, world, country, society, state) that influence the socialization of all inhabitants of the planet or very large groups of people living in certain countries;

2) mesofactors - conditions for the socialization of large groups of people identified on the basis of nationality (ethnicity as a factor of socialization); by the place and type of settlement in which they live (region, village, city, town); by belonging to the audience of certain mass communication networks (radio, television, cinema, etc.);

3) microfactors , these include those that have a direct impact on specific people: family, peer groups, microsociety, organizations in which social education is carried out - educational, professional, public, etc.

3. Basic scientific theories of correctional pedagogy. Make a plan for consultative and diagnostic work with students.

The term “pedagogical correction” in Russian pedagogy was established at the turn of the 19th-20th centuries. At the same time, targeted work begins to prevent and overcome deviations in the development and behavior of children and adolescents. State policy for the care of street children and foundlings began to take shape already in the 18th century.

Modern domestic pedagogy quite actively (and sometimes not entirely correctly) tries to use the experience of Western European pedagogical science without taking into account the uniqueness of the sociocultural situation, the time parameters of development, and the national characteristics of the construction of pedagogical systems. At the same time, it is indisputable that neglect of previous experience in the development of pedagogical science and practice leads to major miscalculations in building a system of correctional pedagogical activities adequate to modern Russian reality.

The theoretical justification for targeted educational work with children and adolescents with developmental and behavioral deviations, the prevention and overcoming of pedagogical neglect and delinquency among minors, the study of mild or borderline forms of deviations in the mental development of a child in Western European psychological and pedagogical science occurred against the background of developing philosophical theories of existentialism and pragmatism, philosophical and pedagogical theories of technocratism and pedocentrism about the formation of human personality.

Researchers argued that the external environment is a “manifestation” of a person’s internal strengths and abilities (E. Thorndike, B. Skinner) , and the improvement of society is carried out through the improvement of each individual person satisfying his human needs (J. Dewey). At the same time, what is inherent in a child initially by nature cannot be changed, it can only be corrected (St. Hall). The child is perceived as a researcher of the world around him, his experience accumulates knowledge about the world around him (J. Piaget, J. Bruner), and the main task of the teacher is not to interfere with him, but to help him in mastering the world around him.

Philosophical and pedagogical theories of socialization and personality adaptation (T. Wilhelm, E. Durkheim, G. Parsons) raise questions about the possibilities of a person’s adaptation to the values ​​of society, about the effectiveness of his mastering social roles. Personal adaptation is considered as the leading goal of a mass school, where the fundamental ideas are individualization and differentiation of a child’s education and upbringing, and the reasons leading to disruption of adaptive processes in school and society are explored.

In Western Europe at this time, questions about the causes and conditions that contribute to deviations in behavior and juvenile delinquency, and the nature of human crime are being actively studied (C. Lambroso, E. Kretschmer). Pointing to the significant role of social factors in the development of deviations in behavior, a number of authors (E. Durkheim, M. Weber) see them in various social cataclysms and man-made disasters. An important role in the development of deviant behavior is assigned to microenvironmental influences and the delinquent subculture (S. Becker, A. Cohen). Based on the predetermination of biological, hereditary and social factors in the development of the personality of a juvenile offender, a pedagogically neglected teenager, a number of researchers come to the conclusion that deviations in behavior and development cannot be corrected, they can only be studied or corrected clinically (S. Jaffee, E. Wilson) . At the same time, there are theories about the use of techniques of inversion (limited intervention), stigmatization (social marking and tracing the “locus of control” - transferring responsibility for the results of actions to external circumstances). A diagnostic basis for studying behavioral deviations and technologies for overcoming it is being developed (K. Rogers, D. Snyder, M. Rutter), etc.

The beginning of the 20th century in Russia is associated with the intensification of the social-pedagogical movement, with the growth of the level of practical pedagogical activity, with the differentiation of previously general psychological-pedagogical and “special” areas of scientific research. These trends were manifested in the holding of numerous congresses and congresses of teachers, psychologists, psychoneurologists, doctors, and natural scientists. The reasons for this activity were related to the well-known socio-economic and political conditions that developed in Russia in the outgoing century. The subject of consideration at these congresses were many pressing problems of reforming the public education system; changes in the content of training and education of the younger generation; improving educational work with various categories of children and adolescents.

At the beginning of the century, famous Russian scientists V.M. Bekhterev, P.P. Blonsky, L.S. Vygotsky, V.P. Kashchenko, P. F. Kapterev, A. F. Lazursky, A. S. Makarenko, A. P. Nechaev, V. N. Soroka-Rosinsky, S. T. Shatsky and others. They were not only the initiators and organizers of congresses and social -pedagogical movement, but also the creators of various experimental sites, scientific laboratories, institutes and academies, developers of new pedagogical ideas and theories.

At the beginning of the century, the first laboratory of experimental educational psychology in Russia was created in St. Petersburg (1901). In 1907, the Pedagogical and Psychoneurological Institutes were created in St. Petersburg (on the initiative of V.M. Bekhterev), which provided for the training of psychologically educated teachers, doctors and lawyers. And in Moscow in the same year, the Pedagogical Academy was created (with the participation of A.P. Nechaev), the main goal of which was to train highly qualified teachers, experts on public education, and organizers of educational work with children and adolescents.

One of the most active supporters of the protection and education of defective children, pedagogically neglected and socially abandoned teenagers was V. P. Kashchenko. He, in essence, was the founder of Russian defectology science, the creator of correctional (therapeutic) pedagogy.

In periodicals, in separate editions and publications (“Defective children of school age and universal education” (1910), “Defective children at school” (1911), etc.) V.P. Kashchenko develops questions about the essence of children's exclusivity, substantiates the classification defective children, offers ways to prevent and combat the causes of deficiencies in the development of a child, deviations in the formation of his character and behavior.

The significance of V.P. Kashchenko’s contribution to the development of problems of correctional pedagogy is invaluable. Already in his early works, in speeches at psychological and pedagogical forums, he notes that the ever-increasing crime of children suggests that the most serious attention should be paid to the upbringing of children, and the care of underdeveloped children should fall on the shoulders of the state.

The term “correctional pedagogy” as an academic subject and an independent area of ​​pedagogical knowledge began to be used to designate the scope of pedagogical assistance to ordinary children and adolescents experiencing adaptation difficulties in general educational institutions. In this case, the concept of “correction” refers primarily to the social and educational environment of a general education school, which is uncomfortable for a certain circle of children experiencing school maladaptation, having a delay in general development and deviations in behavior (N. M. Nazarova).

The essence of socialization

The need for socialization is determined by human nature itself. He is a unique phenomenon, because he is the only living creature that has virtually no innate forms of behavior. A child who has not undergone socialization is unable to communicate as a person, establish relationships with relatives, or behave as is customary in society. It is a cat or a dog that has innate programs of species behavior, but a person needs to learn everything.

Socialization, in essence, is the process of human adaptation in society. But this is not just knowledge of how to behave in a given situation. Knowledge of social norms does not guarantee compliance with them. For example, a criminal does not steal because he does not know that it is illegal. He knows this very well. But the norm “don’t steal” did not go through the process of socialization, was not appropriated by him, and did not become his intrapersonal norm of behavior. The phenomenon of transition of a social norm or meaning from the external to the internal level is called internalization.

This is the basis of socialization, its basic process. Initially, all norms of behavior and methods of social activity are external for the child. Parents, sometimes through persuasion and sometimes through coercion, instill in their child the habit of performing certain actions, making assessments of their own actions and the actions of others. For example, a small child does not feel any need to eat with a spoon, fasten buttons on his blouse, brush his teeth, say hello, much less put away his toys. But if the parents are persistent and patient enough, then these actions become habitual, and in a similar situation the child himself will feel the need for them. So, we, adults, will experience obvious discomfort if we have to eat salad with our hands or go out to strangers casually dressed.

The complexity of socialization also lies in the fact that a person is a member of different social groups with different norms and rules. We have to undergo additional socialization in every society we happen to find ourselves in.

Stages of socialization

The process of socialization has its own patterns and characteristics. Its course is subject to strict socio-psychological laws, which are the same for primary, secondary, and permanent socialization. For this process to be considered fully completed, it must go through three stages.

Adaptation stage

This period is characterized by the active assimilation of norms, rules, and mastery of forms of sociotypical behavior. In children's socialization, it takes place under the guidance of adults; in re-socialization, a person, as a rule, is active himself. After all, it is very important to become a full member of a new team, so the individual tries to quickly find out what is accepted here, what is not, with whom and how to communicate, and what traditions should be remembered.

Young children follow group norms under the influence of adults. Initially, these norms are external for children, and only then do they undergo a process of internalization. The same is typical for an adult who behaves in a certain way in a new team, just so as not to stand out, not to seem like a stranger.

The internalization of social norms—their transition from the external level to the internal—is the main psychological mechanism of this stage. Becoming like everyone else is the main goal of an individual at the adaptation stage.

The gradual nature of the socialization process is clearly visible in young children, who, as they learn social norms, begin to notice their violations. But, first of all, not for yourself, but for other children. And when they notice, they snitch, that is, they report the violation to an adult - the main guarantor of correct social behavior. Although it is believed that lying is bad, it is a natural and, from the point of view of social psychology, a normal phenomenon. In children, of course. For them, it indicates that the adaptation stage is in the active phase.

Individualization stage

This is the most difficult and problematic stage, as it is often associated with the demonstration of antisocial behavior in adolescents. Having mastered the basic norms of society or a social group, a person no longer wants to be “like everyone else.” He feels the need for individualization, for self-expression, for the manifestation of his own “I”.

The child reaches this stage of primary socialization just in time for adolescence, and the crisis characteristic of it is superimposed on the teenager’s desire to prove his uniqueness, demonstrate his abilities and talents. This manifests itself in changing different hobbies and interests, because you can only understand what you are capable of through activity. Those children who were able to quickly find a sphere of self-expression (sports, fine arts, design, collecting, etc.) endure the crisis of adolescence much easier.

A child who has found his way is calmer, because he is confident in himself and feels respect from society. Accordingly, the adults around him also experience fewer problems. Therefore, an important task of parents and teachers is to help the teenager in search of self-realization, otherwise he will express himself in his own way, for example, in shocking behavior, violation of discipline, antisocial behavior, and aggressiveness.

This stage is also observed when an adult moves to another group, although it is usually less noticeable than in adolescents.

Organizational socialization

Organizational or professional socialization is the process of an individual mastering the skills and attitudes adopted in an organization for the successful performance of basic functions, as well as for establishing relationships with colleagues.
At first, upon entering the workforce, newcomers become familiar with generally accepted standards of behavior in the organization, master the jargon, communication style, learn to comply with the dress code, and perceive the balance of power between people. This is also the socialization of the individual, and very important - often we have problems with work not because we are bad professionals, but only because even an excellent professional who is unable to establish relationships with people will bring nothing but harm to the organization.

To improve organizational socialization, it is customary for companies to organize various joint holidays, field trips, and conduct games and activities to improve communication between colleagues.

The ability to successfully fit into any system is useful to everyone, and one cannot think that socialization is important only for those who are not successful and do not fit into the framework. Since any framework has its values ​​exclusively in a given period of time, and there is no guarantee that tomorrow the concept of the norm will not change, and that yesterday’s successful person will not find himself on the sidelines of life with his mossy concepts of the norm.