Socialization is a complex of social and mental processes, due to which a person assimilates knowledge, norms and values that define him as a full member of society. This is a continuous process and a necessary condition for the optimal life of a person.
Socialization of preschool children in the system of Federal State Educational Standard
According to the Federal State Educational Standard for Preschool Education (GEF), socialization and communicative development of the personality of a preschool child are considered as a single educational area - social and communicative development. The social environment acts as the dominant factor in the child’s social development.
The main aspects of socialization
The process of socialization begins with the advent of man into the world and continues until the end of his life.
It includes two main aspects:
- assimilation of social experience by an individual due to his entering into the social system of social relations;
- active reproduction of the system of public relations of the individual in the process of its inclusion in the public environment.
Socialization structure
Speaking of socialization, we are dealing with a certain transition of social experience into values and attitudes of a specific subject. Moreover, the individual himself acts as an active subject of perception and application of this experience. The main components of socialization are the transfer of cultural norms through social institutions (family, school, etc.), as well as the process of interaction of individuals in the framework of joint activities. Thus, among the areas to which the process of socialization is directed, activity, communication and self-awareness are distinguished. In all these areas, there is an expansion of human relations with the outside world.
Operational aspect
In the concept of A.N. Leontief activity in psychology is the active interaction of the individual with the surrounding reality, during which the subject purposefully acts on the object, thereby satisfying his needs. Types of activity are usually distinguished according to several criteria: methods of implementation, form, emotional tension, physiological mechanisms, etc.
The main difference between different types of activity is the specificity of the subject, which this or that type of activity is aimed at. The subject of activity can appear both in material and in ideal form. At the same time, there is a certain need behind each given subject. It should also be noted that no type of activity can exist without a motive. Unmotivated activity, from the point of view of A.N. Leontiev, is a conditional concept. In reality, the motive still takes place, but it can be latent in nature.
The basis of any activity is individual actions (processes determined by a conscious goal).
Scope of communication
The sphere of communication and the sphere of activity are closely interconnected. In individual psychological concepts, communication is seen as a side of activity. At the same time, activity can act as a condition under which the process of communication can take place. The process of expanding the communication of an individual occurs in the course of increasing his contacts with others. These contacts, in turn, can be established in the process of performing certain joint actions - that is, in the process of activity.
The level of contacts in the process of socialization of an individual is determined by his individual psychological characteristics. A significant role here is also played by the age specificity of the subject of communication. The deepening of communication is carried out in the process of its decentration (the transition from a monological form to a dialogical one). The individual learns to focus on his partner, on his more accurate perception and assessment.
Realm of self-awareness
The third sphere of socialization, self-identity of a person, is formed through the formation of his self-images. It was experimentally established that self-images do not immediately occur in an individual, but are formed in the course of his life under the influence of various social factors. The structure of the I-individual includes three main components: self-knowledge (cognitive component), self-assessment (emotional), attitude to oneself (behavioral).
Self-consciousness determines the understanding of the personality as a certain integrity, the awareness of one’s own identity. The development of self-awareness in the course of socialization is a controlled process carried out in the process of acquiring social experience in the context of expanding the range of activities and communication. Thus, the development of self-awareness cannot take place outside of an activity in which the transformation of the self-perceptions of the person is constantly carried out in accordance with the idea that is developing in the eyes of others.
The process of socialization, therefore, should be considered from the point of view of the unity of all three areas - both activity, and communication and self-awareness.
Features of social and communicative development in preschool age
Social and communicative development of preschoolers is one of the basic elements in the system of formation of the child’s personality. The process of interaction with adults and peers has an impact not only directly on the social side of the development of the preschooler, but also on the formation of his mental processes (memory, thinking, speech, etc.). The level of this development in preschool age is directly proportional to the level of effectiveness of its subsequent adaptation in society.
Social and communicative development according to GEF for preschool children includes the following parameters:
- the level of formation of a feeling of belonging to one’s family, respectful attitude towards others;
- the level of development of the child's communication with adults and peers;
- the level of readiness of the child for joint activities with peers;
- the level of assimilation of social norms and rules, the moral development of the child;
- level of development of focus and independence;
- the level of formation of positive attitudes towards work and creativity;
- level of knowledge formation in the field of life safety (in various social, domestic and natural conditions);
- the level of intellectual development (in the social and emotional sphere) and the development of the empathic sphere (responsiveness, compassion).
Quantitative levels of socio-communicative development of preschoolers
Depending on the degree of formation of skills that determine social and communicative development according to GEF, it is possible to distinguish low, medium and high levels.
A high level, respectively, occurs with a high degree of development of the parameters discussed above. In this case, one of the most favorable in this case is the factor of the absence of problems in the field of communication of the child with adults and peers. The dominant role is played by the nature of relations in the family of a preschooler. Also, the lessons on the social and communicative development of the child have a positive effect.
The average level, which determines social and communicative development, is characterized by a lack of skills formation in some of the selected indicators, which, in turn, generates difficulties in the sphere of communication between the child and others. However, the child can compensate for this lack of development on its own, with little help from the adult. In general, the process of socialization is relatively harmonious.
In turn, the socio-communicative development of preschoolers with a low level of severity in some of the selected parameters can cause significant contradictions in the sphere of communication of the child with the family and others. In this case, the preschooler is not able to cope with the problem on their own - assistance from adults, including psychologists and social educators, is required.
In any case, the socialization of preschool children requires constant support and periodic monitoring by both the child’s parents and the educational institution.
Social and communicative competence of the child
Social and communicative development in a preschool educational institution is aimed at the formation of social and communicative competence in children . In total, there are three main competencies that a child needs to master within the framework of this institution: technological, informational, and socio-communicative.
In turn, socio-communicative competence includes two aspects:
- Social - the ratio of one’s own aspirations with those of others; productive interaction with team members united by a common task.
- Communicative - the ability to obtain the necessary information in the process of dialogue; readiness to represent and defend one’s own point of view with direct respect for the position of other people; the ability to use this resource in the communication process to solve certain problems.
The modular system in the formation of social and communicative competence
It seems appropriate to accompany the social and communicative development within the framework of an educational institution in accordance with the following modules: medical, module PMPk (psychological, medical and pedagogical consultation) and diagnostics, psychological, pedagogical and socio-pedagogical. First, the medical module is included in the work, then, in the case of successful adaptation of children, the PMPk module. The remaining modules are launched at the same time and continue to operate in parallel with the medical and PMPk module, up to the release of children from preschool educational institutions.
Each of the modules implies the presence of specific specialists who act clearly in accordance with the tasks of the module. The process of interaction between them is carried out due to the management module that coordinates the activities of all departments. Thus, the socio-communicative development of children has support at all necessary levels - physical, mental and social.
Differentiation of children in preschool educational institutions in the framework of the PMPk module
In the framework of the psychological, medical and pedagogical consultation, which usually includes all the subjects of the educational process of preschool education (educators, psychologists, senior nurses, managers, etc.), it is advisable to differentiate children in the following categories:
- children with impaired somatic health;
- children at risk (hyperactive, aggressive, withdrawn, etc.);
- children with learning difficulties;
- children with pronounced abilities in a particular area;
- children without developmental features.
One of the tasks of working with each of the identified typological groups is the formation of socio-communicative competence as one of the significant categories on which the educational field is based.
Social and communicative development is a dynamic characteristic. The task of the consultation is to monitor this dynamics from the point of view of harmonious development. An appropriate consultation should be held on all groups in the preschool educational institution, including social and communicative development in its content. The middle group, for example, in the process of the program is included in the system of social relations by solving the following tasks:
- development of gaming activities ;
- inculcation of elementary norms and rules of the relationship of the child with adults and peers;
- the formation of patriotic feelings of the child, as well as family and citizenship.
To implement these tasks, there should be special classes in social and communicative development. In the process of these classes, the child’s attitude to others is transformed, as well as self-development abilities.