Consultation for educators “Inviting a child to the social world. Social reality is a means that affects the child, nourishes his mind and soul.
for educators
"ACQUISITION OF CHILDREN OF PRESCHOOL
AGE WITH SOCIAL REALITY "
(senior educator Revina N.P.)
I seminar: ACTIVITY AS A CONDITION OF KNOWLEDGE BY CHILDREN
SOCIAL REALITY.
Activity is both a condition and a means that provides the child with the opportunity to learn about the world around him and become a part of this world himself. The activity enables the child to assimilate knowledge, express his attitude to what he has learned, and acquire practical skills in interacting with the world around him. Since each type of activity activates different aspects of the personality, the upbringing effect is achieved when using in the pedagogical process a complex of activities that are logically connected with each other.
Activities, especially joint activities, are a kind of school for re-
giving social experience. Not in words, but in deeds, the child sees and understands,
how people interact with each other, what rules and norms make this interaction the most favorable. The child has the opportunity in the process of joint activities with adults and peers to observe them in natural conditions. Activity enables the child to be independent in the knowledge of the social world.
Activity also provides conditions for the formation of many personal qualities, which characterize the child as a higher, social being.
Finally, activity serves as a kind of school for the senses. The child learns empathy, experience, masters the ability to show his attitude and reflect it in different accessible forms (age) and products of activity.
An important condition is that the activity must contain
body. In other words, its content should carry the child some kind of developmental information and be interesting for him.
Activities that stimulate creativity are also helpful.
Three pedagogical tasks can be distinguished, which are solved through purposeful organized activities of children:
consolidation of formative assessments, deepening of knowledge, education of personality traits;
the child's acquisition of the experience of life among peers, adults; his awareness of the importance and necessity of mastering the norms and rules of interactions and activities;
satisfaction of the child's desire for the lifestyle of adults, to participate in it.
Taking into account the named tasks, all types of activities can be combined into two groups. The first group includes those activities that allow the child to "enter" the social world on an imaginary level. The content and motive of such activities are always associated with the realization of the child's need to do what in real life is not available to him. This activity is the result of cognition, which is carried out during observation, listening, viewing, etc.
The first group includes play and visual activity. Play provides the child with methods of modeling the life around him that are available to him, which make it possible to master the reality inaccessible to him. The play role determines by its content the child's actions not only in relation to the object, but also in relation to other participants in the game. The role should be saturated with actions that characterize a positive attitude towards other people and things, events, i.e. it is necessary to be enriched with such content that has educational potential. The most significant events are reflected in the child's games, from which one can trace what worries society, what ideals are formed in the younger generation. Reflecting the events of the surrounding world in the game, the child, as it were, becomes their participant, gets to know the world, acting actively. He sincerely experiences everything he imagines in the game. It is in the sincerity of the child's experiences that the power of the educational influence of play lies.
Visual activity contributes to the creative processing of the impressions that the child receives from the life around him. Visual activity becomes a source of manifestation of social emotions, but they are generated not by visual activity as such, but by social reality. The nature of the image of these phenomena, the choice of color, the location of objects, their relationship, etc. will depend on how the child perceived social phenomena, what kind of attitude he has developed towards them.
"The activity of reflection" allows the child to get used to the world of adults and to get to know it with the help of work, fantasy, but it does not give him the opportunity to really participate in social life.
The second group includes those types of activities that give the child the opportunity to join the world of people in real life. This group includes objective activity, labor, observation.
Object activity includes the ability to cognize the immediate environment with the help of the entire group of sensory senses. Manipulating objects, the child learns about their properties, qualities, and then the purpose and functions, masters operational actions. Subject activity satisfies in a certain period of the child's development his cognitive interests, helps to navigate in the world around him.
The child's social experience is enriched by the development of labor activity.
The child begins to pay attention early to the labor actions of adults.
The child begins to imitate adults not only in play, but also in real life, making attempts to wash, sweep, wash, etc.
The value of work activity for the socialization of a child's personality can be viewed from several positions. Firstly, mastering work skills and work activities allow the child to independently provide for himself vital functioning. With the acquisition of labor skills, the child is emancipated from the adult, acquires a sense of confidence. Secondly, labor activity contributes to the development of volitional qualities, the formation of the ability to make efforts to achieve a goal. Labor activity contributes to the development of creativity not only at the level of imagination, as it happens in the game, but also at the level of obtaining material results of creativity.
Observation takes a special place in the child's cognition of the social world. Observation is often carried out by children unconsciously. However, a preschooler can consciously observe events, specific manifestations of a person (his activities, relationships with other people). Observation enriches the social experience of children. Observation stimulates the development of cognitive interests, generates and consolidates social feelings, prepares the ground for action.
Communication as an activity takes on a significant load in the child's social personality. Communication unites the adult and the child, helps the adult to pass on social experience to the child, and the child to accept this experience, which is presented to him in a facilitated form, taking into account the level of his development. Communication can satisfy the various needs of a child: in emotional closeness with an adult, in his support and assessment, in cognition, etc.
In preschool age, educational activities arise, which are also important for understanding the social world. In the process of learning in the classroom, the child has the opportunity to acquire knowledge under the guidance of an adult, who organizes the communication of knowledge, and controls their assimilation by children, and makes the necessary correction.
Awareness of assimilation is helped by the fact that the educator relies on the process of forming educational activities and takes into account the peculiarities of teaching preschool children.
There are four characteristic features of teaching preschoolers.
The first feature is learning by word. Here, the teacher's speech, its imagery, concreteness, clarity of formulating thoughts are of great importance.
The second feature is that in teaching the word should be based on the child's direct perception of reality, his sensory experience.
Teaching preschoolers should also affect the emotions of the child, evoke an emotional attitude, and promote the activity of children in the assimilation of knowledge.
Another feature of teaching preschool children is that it is organized by an adult, takes place under his direct supervision.
^
II seminar: MEANS AND METHODS OF ACQUISITION OF CHILDREN WITH SOCIAL REALITY.
The effectiveness of the process of familiarizing children with social reality largely depends on what means the teacher uses.
The first, most voluminous and significant tool is social reality itself. It is not only an object of study, but also a means for
acting on the child, feeding his mind and soul.
Not any object of the social world is a means of education, but
only that part of it that can be understood and perceived by a child of a certain age and a certain level of development and subject to an adequate methodology.
Therefore, an important pedagogical task is the analysis and selection from the social environment of such content that carries developmental potential and can become a means of introducing a child to the social world.
The educator draws up a "social portrait" of the environment in which the social institution is located. This "social portrait" includes: a description of social objects in the immediate environment (school, store, library, etc.); a list of streets, squares, indicating the names and a brief designation of the content of the names, an indication of significant dates that will be celebrated by the city in the current year (city day, carnival, etc.) and in which children will be able to take part; a list of events that will take place in the preschool educational institution and the group (birthday d / s, landscaping the site, etc.)
Then the teacher singles out for each item what is accessible and pedagogically appropriate for children of his age, and puts the appropriate work in a long-term plan.
In addition, the teacher thinks over how, using real life,
you can acquaint children with the activities of people and their relationships.
A means of introducing children to the social world can be
objects of the man-made world with which the child constantly acts or
which he sees in his immediate environment.
But not every object becomes a means of cognition of the social world, even if it is in the field of vision of children, the child may not notice the object, not be interested in it until the adult points to it, creates the conditions for the child to act with the object. Only in this case, the subject subjectively, for a given child, will become a means of knowing the world.
The objective, material world has a great influence on the formation of the needs of a little person, serves as a kind of support for him in communicating with other people. A toy occupies a special place in the objective world for a child. Through it, the child learns the diversity of life in its properties and qualities, the toy reflects the level of technical and social development of society.
A technical toy helps a child get acquainted with the achievements of technical thought, with methods of controlling objects, gives an idea of a person's ability to influence the world around him. Subject toy, enriches the idea of children about the world of adults, their activities.
A folk toy helps to introduce a child to his national roots, to his people, which is also very important for the socialization of the individual. A special place among toys is given to the doll, because it stimulates the development of social feelings. Artistic means play an important role in introducing children to social reality: literature, fine arts, music.
Fiction is both a source of knowledge and a source of feelings. In order for literature to become a means of introducing children to the social world, it is necessary to correctly determine the reading circle of preschoolers. It is important to select literary works of different genres: fairy tales, stories, epics, poems and different content - cognitive. humorous, on the theme of morality. The perception of the text by preschoolers is closely related, and often depends on illustrations. Pictures in a book can also become a means of introducing children to the social world ...
Refines and expands children's understanding of the world of fine arts. When it comes to fine art as a means of cognizing the social world, it is art that is meant, and not pictures and paintings that the educator uses for didactic purposes. The works of great artists touch the soul of even a small child and are able not only to "inform" about some objects, phenomena, but also to evoke high moral feelings. The selection of works is carried out on the basis of taking into account the age of the child, his interests, the level of development of the perception of fine art.
Thus, the child gets to know the social world through a variety of means. All means as sources of information can be divided into three groups. The first group consists of sources, the receipt of information from which is completely controlled and controlled by an adult.
The second group consists of sources that are amenable to partial control by adults (fiction, fine arts, music.), While the influence of the adult teacher, parent, on the source itself, as a rule, is absent. Only the selection of funds is made from the standpoint of their pedagogical expediency. And finally, the third group includes those sources that an adult practically cannot control (random "information" that a child can receive from communication with peers, older children, from his own observations of the surrounding reality. "
The task of the teacher is to make sure that the children receive most of the reliable information from the first two sources and, if necessary, correct the information received from the sources of the third group in a timely manner.
METHODS.
The method as a way of transmitting information and influence on the formation of personality is important. It determines the effectiveness of the introduction of children to social reality. Therefore, the teacher needs to consciously approach the selection of methods, correlating them with the goal and objectives of education and training. There are two large groups of methods - educational methods and teaching methods. The group of teaching methods is aimed at cognition. These methods are classified according to the main sources of transmission and perception of information (these are verbal, visual, practical methods.)
It is possible to put the logic of assimilation of knowledge at the basis of the classification, and then these will be inductive and deductive methods.
If the classification is based on the types of cognitive activity, then these will be reproductive, problem-playing, search, research methods.
Particular importance should be attached to the classification and selection of knowledge when introducing children to the social world. This is due to the fact that knowledge is not only imparted to children. At the same time, the child develops an attitude towards himself, other people, events of social life; conditions are created for his active involvement in social reality; the personal significance of what is happening around the growing person increases ...
Preschool children are able to consciously perceive social phenomena. However, this ability is manifested to a small extent with such an organization of the process of assimilating knowledge, which stimulates the child to show curiosity, creativity, to express feelings, in vigorous activity.
To solve such a triune task, methods of familiarizing children with social reality can be presented in four groups: methods that increase cognitive activity; methods that increase emotional activity; methods to facilitate the establishment of communication between different types of activities; methods of correction, clarification of children's ideas about the social world.
Let's consider each group of methods separately.
^ METHODS TO INCREASE COGNITIVE ACTIVITY.
The cognitive activity of preschool children should be understood as the activity arising in connection with cognition and in its process.
Methods of this group: ELEMENTARY AND CAUSAL ANALYSIS.
The ability to realize helps to assimilate knowledge consciously. In the process of elementary analysis, children understand the external signs, as it were, dismember the phenomenon under study into visible components. Synthesis corresponding to such an analysis, also as a method of cognition, helps to represent an object or phenomenon as a whole. For example, children look at a painting depicting a builder with a working tool in front of a house under construction. The teacher offers to name the signs by which the children determined the profession of this person. This rudimentary analysis is a necessary starting point for more complex CAUSAL analysis. This analysis allows for causal relationships and relationships between the signs identified in the elementary analysis. Synthesis appropriate to this analysis helps the child understand essential, meaningful connections and relationships. So continuing to consider the above picture, the educator invites children to educate
mother, why does a builder need a trowel in his hand, why a crane is so high, why build such a big house, who can be pleased with the work of a builder, etc. With the help of such questions, the child begins to delve into the essence of phenomena, learns to think about internal relationships, as if to see what is not shown in the picture, acquires the ability to draw independent conclusions.
The method of analysis and synthesis is closely related to the METHOD, or methodological technique, COMPARISON.
The classes include tasks for comparison by contrast and by similarity, similarity. Children can compare a person and an animal (how they are similar, how they differ), games, actions, etc. In all cases, comparison helps the formation of specific, vivid ideas and feelings, the process of forming an evaluative attitude towards oneself and others, to events becomes more effective and conscious and the phenomena of the social world. The comparison technique mastered by children helps children to complete grouping and classification tasks. For example: "Divide the pictures into two groups - in one, select everything that a cook needs to work, and in the other, everything that a doctor needs to work," and so on.
The METHOD OF MODELING and DESIGN promotes the manifestations of independence, creativity, invention. This method is essential when introducing a child to the social world. It is advisable to teach children to draw up a plan - a map. It can be a plan - a map of a street, a road to a kindergarten, a section of a remote control, etc. Children learn to place objects in space, relate them, "read" a map. Modeling and construction develops thinking, imagination and prepares the child to perceive the world map and the globe.
METHOD OF QUESTIONS: posing questions to children and fostering the ability and need to ask questions, formulate them competently and clearly.
Children should be encouraged to ask questions in the classroom with a direct sentence ("Do you want to know more about the North Pole? Ask, I will try to answer."). At the end of the lesson, you can leave 2-3 minutes for children's questions. At the same time, the teacher's task is to quickly and reasonably respond to questions: to answer one immediately (if it concerns the topic of today's lesson), to say about others that this topic of the next lesson and the child will hear the answer later, to the third to offer an answer to one of the children or instruct the child to look for the answer in the illustrations of the book, and then tell everyone. It is very important to teach your child to independently search for answers to their questions. But the teacher needs tact and a sense of proportion so as not to extinguish the desire to ask questions to adults.
^ REPEAT METHOD.
Repetition is the most important didactic principle, without which it is impossible to talk about the strength of the assimilation of knowledge and the education of feelings. There are three possible forms of organizing repetition in the classroom for acquaintance with social reality.
DIRECT REPEAT - Children are required to repeat what they have learned. Repetition occurs at the level of reproduction in the form and in those formulations that were given during the initial perception of the material ... This type of repetition does not imply a creative attitude to the material being assimilated, therefore it is used along with other types.
APPLYING KNOWLEDGE IN A SIMILAR SITUATION. This form of repetition is based on associative connections arising from the perception of new material, new objects, objects. "What is this object like? What fairy tale of the Russian people does the Ukrainian fairy tale" Rukavichka "remind you of? This form of repetition leads to the manifestation of generalizations, contributes to the independent formulation of conclusions, and increases cognitive activity.
REPETITION AT THE MEDIED LEVEL is the third form of repetition. The child returns to the previously acquired knowledge in a new situation when it is necessary to rely not on specific examples, but on the generalizations and conclusions made earlier.
^ METHODS AIMED AT INCREASING THE EMOTIONAL ACTIVITY OF CHILDREN WHEN LEARNING KNOWLEDGE ABOUT THE SOCIAL WORLD.
Emotional activity is an interested perception of cognitive material, empathy, sympathy, a desire to take part in an event, to evaluate it. Emotional activity can manifest itself in expressive coloration of speech, in facial expressions, gestures, and movements.
The emotional potential of a lesson to familiarize children with social reality depends on the adult. A teacher who does not know how to "infect" children with his emotions will not be able to cause them to be emotionally active, yes
using social methods for this. Therefore, it is so important to understand that the teacher's ability to convey his attitude to the content of knowledge is a necessary condition for influencing the emotional sphere of the child; and special methods and techniques only help the educator to activate this process.
^ SOME METHODOLOGY .
GAME TECHNIQUES improve the quality of assimilation of cognitive material and contribute to the consolidation of feelings. One of these techniques can be an IMAGINARY SITUATION: an imaginary journey, meeting with imaginary characters, etc. The playful "as if ..." liberates children, removes the obligation to study and makes this process natural and interesting. For example, the teacher suggests: "Let's mentally imagine that we flew to another planet. Nobody knows what people live on Earth. What will we tell them about us and our planet?" Or: "As if a person who had never been here came to us. What will we show him, where will we lead him? ..."
This technique is close to the technique of INVENTING FAIRY TALES.
Dramatization games that can be included in the activities help to increase emotional activity.
SURPRISE MOMENTS AND ELEMENTS OF NOVELTY emotionally set the child up for cognition, exacerbate the desire to unravel the secret, guess the riddle and just be happy, surprised. It is very important that the classes are interesting and emotional. Then the children immediately have a desire to learn. As a surprise, a presentation of a new toy, a slide show, the appearance of a child or an adult in an unusual way, and many others can act.
The form and place of the lesson and, of course, its content can create novelty for children. The variety of forms makes the activities attractive to children. So, you can conduct the final lessons in different ways in the form of an excursion around the premises of the group or the entire kindergarten, drawing up a concert program, selecting paintings for an exhibition, coming up with a collective story.
The methods and techniques for increasing the emotionality of learning include HUMOR AND JOKE. The teacher should always be ready to smile at the child, laugh with him, make a joke. A cheerful, upbeat mood not only disposes children to the teacher, but also to what he suggests to do. It is only important that the jokes are friendly, do not offend children. It is necessary to teach the child to accept and understand jokes without resentment and to use them in communication with peers and adults.
^ METHODS AND TECHNIQUES TO PROMOTE ESTABLISHMENT
LINKS BETWEEN ACTIVITIES
The upbringing and developing effects of knowledge about the social world increases when they are assimilated in different types of activity, provided that these types are meaningfully and logically related. In order to establish a connection between different types of activity, "didactic bridges" are needed. Already in the process of training, the educator uses the RECEPTION OF OFFERING and LEARNING in the way of establishing a connection between different types of activity. It is important that the child understands the meaning and the need to establish such connections, then he responds to the teacher's offer to learn how to establish a connection. So in the lesson to familiarize with the technique, the teacher not only emotionally talks about human creativity, but also makes children want to try their hand at invention, expresses confidence in their capabilities, offers to teach, help. Learning is no longer in class; for example, in the process of labor, visual activity.
ADVANCED PLANNING plays an effective role.
Its essence lies in the fact that children are asked to think about where, why and how this or that skill, this or that knowledge can be useful. For example, the teacher says: "Today, children have learned how to sculpt vegetables and fruits. Where do you think we can use them? And when will the ability to sculpt well be useful to you? Talking about the possibilities of transferring skills or using the results of activities, children simultaneously see the prospect of developing other activities - games in the store, making gifts for someone, etc.
The connecting link, the "didactic bridge" can be a CONVERSATION with children about how to play "this", what can be done from drawings, rugs, etc.
^ METHODS FOR CORRECTION AND CLARIFICATION OF CHILDREN'S PERCEPTIONS ABOUT THE SOCIAL WORLD.
In the process of observation, the assimilation of knowledge about the social world in children forms assessments and ideas about people, their relationships and activities of social phenomena and events, about themselves.
All work with children in this area can be divided into two
large blocks: clarification of ideas about objective phenomena of the social world that do not personally affect the child, and clarification and correction of inadequate assessments and ideas about phenomena, events, facts directly related to the child's life and his personal development.
Work in the first block is work in the classroom and in everyday life.
The leading methods here are REPETITION, EXERCISE, EXPERIMENTATION and EXPERIENCE, i.e. everything that allows you to find out what and how the children understood in the content of the knowledge communicated to them, and help in the correct understanding. For example, in the lesson, children were told about a technique created by human hands, and the child did not understand what a lever is and how "a simple stick becomes a technique."
After classes, the teacher invites the child to conduct an experiment using a lever, answer his own question and explain the answer to the teacher.
The meaning of such work is to find out in time what the children did not learn, what turned out to be difficult for them, and to find methods and techniques that would make the material accessible to their understanding. At the same time, it is very important that the educator knows well that it is precisely such knowledge that the child needs, and accepts the reason for not assimilating them. In some cases, when the educator is knowingly sure that the children cannot understand the essence of the issue, and they do not need it yet, he uses the METHOD OF SWITCHING TO OTHER ACTIVITY or the METHOD OF GENERAL ANSWER to the question. A similar situation appears, for example, when children themselves try to explain the process of human birth or the origin of life on Earth. The teacher resorts to EXPLANATION, CLARIFICATION, but takes children away from unnecessary details that are difficult for preschoolers to understand.
Contributes to the refinement of the ideas REPEATED EXECUTION OF THE TASK ("Draw again, but more precisely ...., tell me more ... do it again, etc.")
Children's ideas are also clarified in situations of CHOICE: "How would you act? ... Why do you think that the boy acted badly? ..." and so on.
Periodically, once every three months, the teacher conducts control subgroup and individual lessons, the purpose of which is to clarify the ideas of children and the dynamics of their development.
The second block is aimed at correcting and clarifying ideas, with-
acquired by children when spontaneously obtaining information (the child's own observations of the relationship of people, their activities, events, etc.) As a rule, adults cannot control the content of such information and influence the assessment of it by children, and therefore it remains in the future to identify such ideas and, if possible correct them. It is advisable to clarify or change the ideas of children in an INDIVIDUAL CONVERSATION. Comparative analysis, assessment, clarification, an imaginary situation, joint search for a way out of the situation, discussion of the method of action - all these methods and methodological techniques are used if necessary in the work of a teacher. This part of the teacher's activity is the most difficult, as it is associated with a source of negative information, which may be people close to the child. Therefore, to achieve real success, it is important to work with parents.
Methods of familiarizing children with social reality are used by the educator in different forms of pedagogical work, in different types of activities. They increase the educational and educational potential of excursions, observations, classes.
^
Seminar III: THE ROLE OF AN ADULT IN THE PROCESS OF ACCOMPLISHING CHILDREN TO SOCIAL ACTIVITY.
An adult appears before children in two functions: as a bearer of social experience, norms and rules of community life, knowledge of the world, and as an organizer of the child's upbringing and education process.
Both the first and second functions are realized in two forms: spontaneously and purposefully.
The first function - an adult - a bearer of values - can also be realized purposefully. This happens when parents and educators deliberately demonstrate to the child their assessments, attitudes, actions, making themselves a role model, a kind of "visual aid". This first function is overly important for the developing personality.
The mechanism of influence on a child is based on such features of childhood as imitation and the need to join the world of adults.
Binders are methods that facilitate the implementation of a given function in a targeted manner. For a child, this is observation, and for an adult - the organization of joint activities, pedagogical situations, demonstration.
With the spontaneous form of transfer of social experience in the first function, observation remains significant for a child, and for an adult - an illustration of his inner social and moral world. The teacher must remember that the child is constantly watching him and is always ready to imitate.
The second function of an adult in the socialization of a child's personality is the function of an organizer of the process of transferring social experience. And this function is implemented both purposefully and spontaneously.
The teacher purposefully implements this function, carrying out his professional activities.
An adult is a mediator between the child and the social world around him.
All adults who communicate with a child in one way or another can be conditionally subdivided into different "levels of proximity." Each level is characterized by three indicators: the frequency of contacts between adults and children, the emotional richness of contacts, and informational content. The first level includes parents. All three indicators take place here, with the leading role of emotional saturation. Close to this level is the second, where it would be possible to educate a preschool institution.
The third level of proximity is characterized by situational, even, perhaps, single contacts, varying degrees of emotional and informative saturation. Here you can talk about people that children observe on the street. in transport, as well as those whom they rarely see and observe them in some particular activity.
Finally, the fourth level of closeness can be attributed to those adults whose existence children know, but have never met them directly, and maybe they cannot meet, if these characters are literary, from movies, etc. In this form of communication, there are no distractions from everyday life, and the child more deeply feels the images of these people. Adults of the fourth level of intimacy influence the socialization of the child's personality. Their impact can be emotionally intense and rich in information.
^ METHODOLOGY OF EDUCATION OF THE ATTITUDE OF CHILDREN TO ADULTS
The leading acquaintances of children with adults of different levels of proximity are distinguished.
First and second levels. Since these levels are characterized by the emotional closeness of a child and an adult, the leading method is the organization of joint activities of various forms and different content, as well as individual communication between adults and children. It can be joint labor (cotton labor, labor in nature, "a workshop for the repair of books, toys"); joint artistic activities (preparation of a joint concert, surprise gifts, drawing a single picture), holidays (birthdays of parents, educators, sports and other holidays); joint games (role-playing games with the participation of adults, dramatization games, where some of the roles are taken on by adults).
Individual communication takes place both in the process of joint activity, and as an independent form, has its own value. These are conversations on intimate topics, writing fairy tales, reading, etc.
In the pedagogical process, the above methods of working with children are logically combined and supplemented by others: children's stories about their loved ones
(in the form of memories of pleasant moments, riddles); drawing (mom, dad, teacher); reading to children of works of art about parents ("A Hard Evening" by N. Artyukhova, "Let's Sit in Silence" by E. Blaginina, etc.), ethical conversations on various topics that enrich and clarify children's ideas about their attitude to parents and caregivers ("Who likes mother "," What can please your teacher ", etc.), exercise of the child in the manifestation of care and attention, teaching the ways of their manifestation.
When the educator organizes work to educate the attitude of adults of the third level of proximity, the method of organizing observations becomes the leading method. Observation can be carried out during excursions, in specially created situations, when children get acquainted with the activities of adults. It is important that the children know what to watch.
The involvement of children in the activities of adults, ethical conversations, reading works of art, drawing on the themes of observation of the game, work by analogy with observation, etc. are also effective.
A certain place in the methodology is occupied by work on clarifying and forming the child's ideas about the adult as such. How about a person whom he, a child, is similar to, and from whom he is still significantly different. For this purpose, a block entitled "Who are adults" is included in the methodology.
The purpose of this section of the methodology is to maintain and develop in children an interest in the world of adults, to acquaint them with various activities, personal qualities, to make the child want to follow what is worthy of imitation, and to objectively evaluate the unworthy in the behavior and activities of adults.
The world of adults attracts a child. Without even realizing it, he sees in an adult the prospect of his own development, looks for his ideal, chooses for imitation from the diversity of the observed activity that is quite specific and inherent in a particular person. The kid imitates not everyone and everything, but those who are closer to his subconscious ideal, which serves as a kind of prism of perception of the environment. For example, a group of children observes the work of a bus driver. if an adult does not direct their attention, then everyone observes, as it were, according to his own program: one sees "how the driver turns the big steering wheel," the other sees that "my uncle sang all the time and smiled at us," and the third, that "there are a lot of pedals on the bus and levers ". And in subsequent games, drawings, stories about what they saw, the children will reflect what struck them the most, turned out to be personally significant.
Due to the fact that a preschooler is still small, many are inclined to think that he is not able to objectively evaluate an adult, his actions, actions. For many years, teachers considered it expedient to create an image of an adult for a child as ideal, infallible, not subject to criticism. It was suggested to the child that everything that the adult does or says is the only one true. However, the study of children's ideas about the environment, about adults, suggests that preschoolers very early begin to differentiate their attitude towards people. At 4-5 years old, quite correct assessments already appear: "I like this person, but I don't like this one." At 5-6 years old, children argue their assessments, and their condemnation deserves the most careful analysis. A child appreciates kindness in adults, the ability to communicate with him, attitude towards animals, external charm, beauty. Children understand that not all adults are the same, that they too can commit negative actions and actions. At the same time, the desire to be an adult does not disappear, but the role model becomes specific, associated with a specific personality. the teacher's task is to make the best features of an adult attractive to a child; without closing our eyes to the shortcomings, to show what makes a person a Human, and to instill the belief that he, a child, can become the same. And for a child it should be as real, concrete person as possible.
Recently, much attention has been paid to the program for the social development of the child. The main task of this program is to show children the social world “from the inside” and help the child to understand his place in this world as its member, participant in events, and reformer. But social reality becomes a means of education and training only if the facts and events that the child encounters are understandable and accessible. And one's own knowledge of social reality will occur through actions with objects, through communication. Therefore, an important pedagogical task is to analyze and select the content from the social environment that carries the developmental potential and can become a means of introducing a child to the social world.
Objects are of great importance for the development and socialization of a child. They surround him from the moment of birth and accompany him all his life. The subject materializes the experience of mankind accumulated over many centuries.
Even before the child begins to act with objects, they already enter his life, ensure his survival, help him adapt in a new social environment, into which the baby falls from the moment of birth.
This life support function is being implemented continuously in the future. Adults wrap the baby in a diaper, feed through a nipple, put on clothes, put a spoon in their hand, etc. In this way, objects help to keep warm, eat, move, that is, they constitute an environment that provides a person, as a biological being, with life.
As he learns the objective world, the child masters the ability to distinguish between objects that are dangerous and safe for him, to highlight what is useful and interesting, learns ways of working with them, the ability to navigate the world of objects. Through the object, the baby learns that the world has different properties and qualities: it is warm, cold, rough, smooth, sweet and salty ...
The child masters the methods of action with objects, and this helps him to acquire “power” over the world in which he lives. This circumstance, in turn, gives rise to a feeling of confidence, calmness, a desire to learn about the world. The subject introduces the child into the world of adults, “informs” him about this world, enriches the content of social experience and influences all-round development.
Thus, the orienting function is the main one in the process of personality socialization.
I drew up a diagram of the objective world, combining objects into three groups:
Items that the child does not use.
Items that he constantly uses.
Items that he is able to transform, adapt to meet his needs.
The child does not immediately cognize the world of objects. This process has three stages.
Spontaneous research.
The first acquaintance with the subject occurs. The object falls into the baby's field of vision, and the child, picking it up, “trying on the tongue” learns about its properties and qualities, of course, still unconsciously. The task of the teacher at this stage is to organize the subject environment in such a way that it contains objects that are different in shape, color, material, and sound.
An important task of the first stage of mastering the objective world is to familiarize children with the purpose of objects. The child must learn why this object is needed, what and how they can do it (a spoon is needed to eat with it, and not to knock).
Variable.
The second stage is characterized by the assimilation by children of the idea of the variability in the use of objects. The child learns that the same object can be used in different ways: they dig with a stick, take out objects, eat ... This leads to the appearance of objects - substitutes, to the emergence of a role-playing game. This stage contributes to the development of imagination, creativity.
Transformative.
The third stage in the child's mastering of the objective world is spontaneous research and transformative. Children want to study objects, find out how they work, what properties they have, what purpose they can serve. The child develops visual-figurative and logical thinking, the ability to evaluate the activity of another person, further development of "manual skill" occurs, a desire for transformative types of creative activity arises. In order to make the life of children diverse, meaningful, to introduce them to the social world, I made author's didactic games.
D \ and "Radio"
Purpose: To strengthen the ability to compose a descriptive story about a child who is lost. Develop speech memory.
The teacher composes a descriptive story about the child, the children guess who is lost. Children play the role of a leader.
D \ and "Craftswoman".
Purpose: To develop creativity, imagination, the ability to paint doll outfits.
Children color ready-made stencils for clothes.
Children draw clothes and cut them out.
Children sort their clothes according to their seasonal meaning.
When starting to study the course "Theory and methods of acquainting children with social reality", one should first of all understand the concepts of "surrounding world", "natural world", "social world", "social reality". The assimilation of these core concepts will allow you to better and more accurately navigate the essence of the subject being studied.
The world around is the world that surrounds the child: nature, people, objects. This concept can be viewed in a broad and narrow sense. In a broad sense, the surrounding world can be considered the entire planet on which we live. In a narrow sense, this is the specific environment in which the child was born, grows and develops.
The natural world is living and inanimate nature, which is part of the surrounding world.
The social world is people, a society of people. People create this world themselves, structure it. In it, people socialize, act, transform it in accordance with their needs.
Social reality - specific events, facts, relationships that characterize the current time period of the functioning of human society.
Draw up a flowchart showing the relationship between the above concepts and explain the logic behind this relationship.
There is a close relationship and interdependence between all of the above concepts.
As you know, our planet Earth was formed about 4-5 billion years ago. Life on it arose about 3-3.5 billion years ago. And since the appearance of man on Earth, about 3 million years have passed. According to Christian teaching, man was immediately created as a higher, rational being, endowed with a perfect body and a rich soul. According to the theory of evolution, he gradually turned into homo sapiens - Homo sapiens - as a result of the development of the brain, hand, speech. For example, the Neanderthal was not yet "Homo sapiens."
Regarding the origin of man on Earth, you have the right to accept any point of view, but at least two propositions have undoubtedly been proven: man is the highest rational being, man becomes such only among his own kind. The biological and the social constitute an indissoluble unity in him. Social experience does not disappear, from generation to generation it is preserved, transmitted and makes each subsequent generation more educated than the previous one.
Each individual individual becomes a Human in the process of socialization. There are different definitions of the concept of "socialization". They are associated with different views on the essence of this process. Let's designate at least three points of view on understanding socialization.
According to one concept, socialization is the process of adaptation of an individual to the world around him. Having been born, a person will be able to live in human society only under the condition that he is able to adapt - to adapt to it. The adaptation process can be very complex and goes differently for different people. But in the end, each person adapts to the social environment in which he grows.
According to another theory, socialization is "a set of social processes, thanks to which an individual assimilates and reproduces a certain system of knowledge, norms and values that allow him to function as a full member of society" (I. S. Kon).
And finally, the third point of view: socialization is “the process of human development in interaction with the surrounding world” (A. V. Mudrik).
Compare the above points of view, find similarities and differences in them.
Which point of view seems to you the most correct?
With certain differences in approaches to understanding the process of socialization, all these points of view have one thing in common - a person interacts with social reality, and the result of this interaction is the formation of a human being. The wider surrounding world and the narrower social reality make a person a person; the process of socialization of a person, starting from childhood, continues throughout his life.
But socialization is a two-way process. The main difference in the above three positions lies precisely in the understanding of this two-sidedness, in the understanding of the degree of activity of the individual in the process of his own socialization.
In the first position, which considers socialization as adaptation to the social world, the activity of the individual himself is somewhat passive, he is, as it were, a product of circumstances. The process of adapting to the world in which the child has come is, of course, very important in itself. But from the point of view of representatives of the theory of adaptation, it is sufficient for the formation of an individual as a social being.
The second position also considers the activity of the individual in a limited way, at the level of "absorption" of social experience. This is also important for socialization, but not enough. And finally, the third position - a person interacts with the world around him and transforms it - characterizes the process of socialization most fully, since it contains the belief that a person is able not only to passively accept the world, but also to transform it.
These three positions can also be considered as certain stages in the process of socialization - from adaptation to change, transformation of the social world and oneself in it. However, it would be wrong to understand that these stages in human development follow one after another, as if gradually becoming more complex. From the very first moment of the baby's entry into the social world, his socialization should be carried out with a focus on the third stage: the child does not become a transformer later, but is him initially, and only conditions are needed for the manifestation of this transforming function. Of course, the content and scope of transformations are related to the possibilities of age, and whether they will be revised depends on the methodology of the educational strategy that adults are pursuing.
It is interesting and important for a teacher to understand why each individual socializes in his own way, for what reasons different people accumulate different social experience. You need to know this in order to correctly build a strategy for education, to competently implement an individual approach to children.
What factors affect the socialization of a person? (A factor is "an essential circumstance in any process, phenomenon; driving force, cause of any [process, phenomenon" - see: Dictionary of foreign words. - M.,) 82.) All factors of socialization can be conditionally divided into three large groups: micro-, meso-, macro-factors.
MICROFACTORS
A child is born in a certain family, to certain parents. It is here, in the family, that he begins to acquire his first social experience. The content and nature of this social experience depend on the spiritual wealth of the parents, on the moral and life values of the whole family, on the parents' understanding of the responsibility to the baby for the “quality of socialization” that they will provide him with. The mechanism of socialization that the family owns is objectively embedded in its very structure, in its upbringing function. The child's natural assimilation of social experience through imitation of loved ones, “personally significant” adults for the child; the assimilation of norms, rules of behavior, relationships, etc., - occurs in combination with constant reinforcement - encouragement or condemnation, which contribute to the formation of a child's own moral picture of the world. Sexual identification also takes place in the family: the child correlates himself with one of the parents of the same gender and assigns forms and methods of behavior inherent in the sex. The family plays a pivotal role in the socialization of the child's personality, satisfying his need for emotional security, trust, and primary information.
The expansion and enrichment of the child's social experience occurs in the process of his communication with peers, with other children, when visiting a preschool institution, school. All this is the microenvironment, thanks to which the child not only receives information about the social world, but also acquires the practice of behavior, relationships, feelings.
Give examples that a child in infancy, early, preschool age can be an active transformer of the social world around him: in terms of changing objects, relationships, attitudes towards himself and towards people, towards nature.
MESOFACTORS
Ethnocultural conditions belong to mesofactors. (An ethnos is a historically formed aggregate of people who have common traditions, a single culture, a common psychological makeup.) People living in the same ethnic culture, as a rule, speak the same language. Thus, each ethnic group has its own specific features, which form its national character, its mentality. The child assumes exactly the ethnic character that he met for the first time in his life. For him, this is the primary source that lays the first bricks of the foundation of the socializing personality. Therefore, children growing up in different ethnic conditions, in different ethnic cultures, are so different from each other. Each nation has its own ideas about upbringing, its own "implicit, unformulated concept" of upbringing, which, consciously or unconsciously, the representatives of the ethnic group are guided by, thereby introducing the child to their subculture.
The nature of the social experience acquired by the child is influenced by the climate, the geographical location of the settlement, and food. Mesofactors, as well as micro-factors, have their own mechanisms of personality socialization. First of all, it is the transfer of ethnoculture inherent in the social experience of parents and people close to the child, who themselves are a product of this culture and bearers of its characteristics.
Ethnoculture "enters" the child and indirectly, through the social environment.
The nature of social experience is also influenced by the fact that a child grows up in a city or village, since the way of life in a big or small town, town, village is different and this circumstance cannot but affect the socializing personality.
MACROFACTORS
This group of factors includes space, planet, society, state. It is necessary to study and take into account their influence on the socialization of the child's personality for several reasons. This group of factors belongs to the unifying principle. It is they who determine what shows the similarity between people both from the point of view of the biological structure and from the point of view of universal human values, the leading lines of development of culture, science, etc. In terms of solving educational problems, these factors create an objective prerequisite for the education of planetary thinking and tolerant ( tolerance - tolerance for other people's opinions, beliefs, behavior) the attitude of the people of the Earth to each other.
The socialization of generations is also carried out under the influence of demographic, economic, ecological, political and other processes that not only occur at a single point on the Earth, but also characterize the life of earthlings in a certain historical period of time. The mutual influence of the peoples inhabiting our planet is indisputable, despite the attempt of some countries to isolate themselves from others. At the present stage of development of our society, we can easily see evidence of this influence both on the policy of our state and on each member of society, on the growing generation and even on preschool children.
It should be noted that today the influence of society, state, country on the socialization of the child's personality has been studied very little, although it is obvious. Much depends on the conditions that the state creates or does not create for the upbringing of children.
And finally, space is referred to as macrofactors. Behind the horoscope games is the still practically unexplored influence of cosmic forces on the psyche and biological functioning of the human body. And if medicine already most often does not neglect the consideration of such influences, then psychologists, and especially teachers, do not take them into account.
Thus, the transformation of a person into a social being is influenced by many conditions, and the teacher needs to know and take them into account when organizing the pedagogical process.
In addition, in order to influence the socialization process competently and effectively, you need to own a certain methodology, technology based on theoretical and practical knowledge. This textbook will provide the necessary assistance to the teacher in solving such fundamental questions.
The tasks of the methodology for working with children can be divided into two groups.
The first group includes tasks aimed at the development of the child:
§ formation in children of ideas about the social world and about themselves in it;
§ education of social feelings, an evaluative attitude to the world around, events and phenomena, facts that occur in it;
§ the formation of an active position, an optimistic outlook and the ability to transform, creativity.
The second group includes scientific and methodological tasks aimed at developing a pedagogical mechanism for influencing a child:
§ development of effective methods and techniques that contribute to the development of the cognitive, emotional and behavioral spheres of the child when familiarizing himself with social reality;
§ the use in the construction of the pedagogical process of all types of child activities and various forms of its organization.
Child and society
Informational support of the topic: In the pedagogical dictionary-reference book, socialization (lat. Socialis - social) is the process of assimilating a certain system of knowledge, norms and cultural values that allow him to actively and competently participate in the life of society.
The socialization process includes a combination of four components:
Spontaneous socialization of a person in interaction and under the influence of the objective circumstances of the life of society, the content, nature and results of which are determined by socio-economic and socio-cultural conditions;
Relatively directed socialization - when the state takes certain economic, legislative, organizational measures to solve its problems, which objectively affect the change in the possibilities and nature of development, the life path of certain age and (or) socio-professional groups of the population (defining the obligatory minimum of education , age and length of service in the military, retirement age, etc.);
Relatively socially controlled socialization - the planned creation by society and the state of organizational, material and spiritual conditions for the development (upbringing) of a person;
Self-change of a person (more or less conscious) who has a prosocial, asocial or antisocial vector in accordance with individual resources and in accordance with or contrary to the objective conditions of his life.
In domestic pedagogy, the problem of "socialization" was disclosed by: L.S. Vygotsky, L.V. Kolomiychenko, V.T. Kudryavtsev, M.I. Lisina, A.V. Mudrik, T. D. Repin, D.I. Feldstein, and others L.S. Vygotsky, like many psychologists, following Piaget tried to deduce the social from the individual behavior of the child. The merit of L.S. Vygotsky is that he was the first to declare that the social and the individual in the development of the child do not oppose each other as functioning separately externally and internally. These are two forms of existence of the same higher mental function. Therefore, in the process of socialization, the child does not directly imitate adults, but organizes his own behavior according to the social model that he has mastered in interaction with adults, as L.S. Vygotsky, "Collaboration of Consciousness". A.B. Zalkind, unlike L.S. Vygotsky, argued that the child is a direct product of environmental influences, they determine both socialization and education. In his opinion, socialization consists in adapting to the environment of the child, in developing the skills of appropriate behavior in order to establish some balance with the environment.
Research by P.A. Kropotkin, N.A. Rubakin, E. Durkheim, M. Weber, S.G. Shatsky and others showed that the transformation of a person from a biological being into a social is a specific process of socialization, which has its own characteristics and laws. I.S. Cohn defines the process of socialization as the assimilation of social experience by an individual, during which a specific personality is created. A.V. Mudrik understands socialization - as, "the process of human development in interaction with the outside world."
The development of a person in interaction and under the influence of the environment in the most general form can be defined as the process and result of his socialization, that is, the assimilation and reproduction of cultural values and social norms, as well as self-development and self-realization in the society in which he lives. Socialization occurs: a) in the process of spontaneous interaction of a person with society and the spontaneous influence on him of various, sometimes multidirectional circumstances of life; b) in the process of influence by the state on certain categories of people; c) in the process of purposefully creating conditions for human development, i.e. education; d) in the process of self-development, self-education of a person.
The works of I.S. Kona. According to him: “The polysemantic term“ socialization ”denotes the totality of all social processes due to which the child assimilates and produces a certain amount of knowledge of norms and values that allow him to function as a full-fledged member of society. Socialization includes not only conscious, controlled, purposeful influences (education in the broad sense of the word), but also spontaneous, spontaneous processes, one way or another influencing the formation of the child's personality. Modern research makes it possible to clarify the term "socialization" from the point of view of the subject-subject position of the individual in the process of his introduction to the socio-historical experience. Firstly, socialization can be represented as a process of mastering and realizing social content by a growing person; secondly, it is viewed as the real content of the growing up of a child, in which the formation of a subject of active creative social action that is significant in the individuality is carried out. In the first case, the child is more the object of assimilation and acquisition of social experience, in the second - the subject of his own creative activity.
G.M. Andreeva. E.P. Belinskaya, B.P. Bitinis, L. Kolberg, I. Kon) as the basis for the content of socialization, social ideas, symbols, values and attitudes, social skills of behavior and behavior models are distinguished. L.V. Kolomiychenko believes that socialization is 1) the process of mastering and realizing social content by a growing person and 2) the real content of the growing up of a child in which the formation of active creative social action, meaningful in the individuality of the subjects, is carried out. In the first case, the child acts as an object of assimilation and acquisition of social experience. In the second case, the subject of his own creative activity. As a result, a means of one of the aspects of socialization, L.V. Kolomiychenko, believes the social development of the individual.
These components of the content of generalized social experience in the process of socialization are transformed into internal transformations of the personality - they are internalized (the process of mastering by the child the norms, values, attitudes, and ideas developed by society). In the process of socialization, a child develops a certain model of the world, a system of social ideas and generalized images (the image of the Motherland, the image of a good family, a way of a happy life), etc. While internalizing, social ideas and images are not simply assimilated by them at the cognitive level, but are appropriated and transformed into the content of the personality. Stating the above, we can conclude that the process of becoming a person is complex: each individual individual becomes a person as a result of socialization.
Socialization of a preschool child- this is his ability to adequately navigate in the social environment, realizing the intrinsic value of his own personality and other people, expressing feelings and attitudes towards the world in accordance with the cultural traditions of society.
Questions of the child's internal self-determination, the relationship between external influences and internal conditions for their implementation, external and internal determinants, the mechanisms of the child's social development were raised in the works of S.L. Rubinstein, A.V. Zaporozhets, K. Obukhovsky and others.
A.V. Zaporozhets paid great attention in his research to motivational-semantic orientation as a special internal activity and its role in the development of the child's interaction with the people around him. Research by M.I. Lisina, T. D. Repina, E.K. Zolotareva, A.D. Kosheleva, L.V. Kolomiychenko allow us to consider social orientation as the starting point of interaction. Its structure defines the following components: social perception, carried out on different grounds (species, generic, gender, national, ethnic characteristics), anticipating imagination associated with mental "attaching" the course of development of the interaction situation, "triggering" emotions (either provoking, or blocking the further course of interaction).
According to V.A. Sukhomlinsky, knowing the world and himself as a particle of the world, entering into various relationships with people, relationships that satisfy his material and spiritual needs, the child is included in society and becomes its member. This process of introducing a child to society, therefore, the process of personality formation is called socialization: “Experience convinces that correct socialization is based on wealth, ideological fullness of emotional life.” At the initial stages of socialization, that is, in preschool childhood, according to V.A. Sukhomlinsky, in the minds of children, it is still difficult to assert firm views, and even more so ideological convictions. Therefore, the family - in his opinion, was one of the significant factors in the socialization of preschool children.
According to D.I. Feldstein, the process of the child's appropriation of social norms and in its content represents the unity and at the same time the constant reproduction of the contradiction of two sides: socialization and individualization: socialization appears as the child's appropriation of the norms of human society, and individualization is a constant discovery, statement, (understanding, separation) and formation yourself as a subject. Personality is a gradual step-by-step individual acquisition of a person, the result of a complex process of his social development.
Social development is "the process of assimilation by a human individual of a certain system of knowledge, norms and values that allow him to function as a full member of society." Social development is a complex phenomenon in the course of which the child assimilates the norms of human society and asserts himself as a social subject. The main goal of social development is the adaptation of the individual to social social reality.
When considering preschool childhood, it is more legitimate to use the concept of "social development", since in preschool age we are dealing with a constantly growing personality of the child. In this case, development is understood as a set of natural changes in the personality, which leads to the emergence of a new quality. According to many scientists, the origins of a child's development are laid in his biological nature in the form of hereditary mechanisms. At the same time, changes in personality in preschool childhood occur both under the influence of the external environment (under the influence of parents, teachers, subject-developing environment, etc.), and the internal work of the individual on himself. The main meaning of the child's social development lies in the appropriation of the social essence of a person - from self-perception, reflection, self-esteem, self-affirmation to self-awareness, social responsibility, interiorized social motives, the need for self-realization of one's capabilities, subjective awareness of oneself as an independent member of society, understanding one's place and purpose in it ". Thus, socialization is the process of interaction between the individual and the social environment, as a result of which the individual adapts to external conditions and is also formed as a subject of social relations. In this process, a person not only assimilates social experience, but also actively processes it, selectively treats external influences.
Moreover, under social development a preschooler understands the process of continuous and organic socially controlled entry by a child into society, the process of assigning social norms and cultural values to them under the direct participation of a significant adult, on the basis of which a person changes himself at an early stage of ontogenesis.
A.V. Mudrik distinguishes three groups of tasks solved by a person at each age stage of socialization: natural-cultural, socio-cultural, socio-psychological. Let's consider each of them in the aspect of the formation of social competence of a preschooler.
Natural and cultural tasks are associated with the achievement of a certain level of physical and gender development. The preschooler learns the elements of etiquette, symbols associated with the body, sex-role behavior, masters basic hygiene skills, develops and implements physical inclinations. In this regard, it is necessary to single out from social competence general cultural, physical competences, on the basis of which such qualities as dexterity, flexibility, speed, accuracy, politeness, self-knowledge of one's “I” as a certain gender are formed.
Socio-cultural tasks determine the cognitive, moral and ethical, value-semantic aspects of a preschooler's entry into society. At this age, the internal mode of action and external behavior of adults is imprinted in oneself. As adults do - so is the child, he is open with all his soul and vision to follow an example from adults. A preschooler can show kindness, attention, care, be able to ask for help and provide it, master work skills, show a desire to behave correctly in relation to the life around him, and control his behavior. But this will happen on a qualitative level only when significant adults are around. Many vices of adults come from preschool childhood, when the spiritual formation of the personality occurs, a dominant neoplasm under the influence of an adult. Solving these problems allows us to single out cognitive, value-semantic and communicative competencies, the formation of which involves the formation of such qualities as mercy, mutual understanding, mutual assistance and mutual assistance, cooperation.
Socio-psychological are associated with the formation of personality consciousness. At the stage of preschool childhood, self-awareness can be viewed as the achievement of a certain measure of self-knowledge and a certain level of self-esteem. Internal sources of development determine the self-development of the individual. For social development, this is the most significant component, since it is associated with an independent understanding of socio-cultural experience. At the same time, the personal always belongs to the bearer of the inner, subjective world, which distinguishes a person from a number of living beings, thanks to the activity of his consciousness, the ability of the individual to reflect on his own "I". Complete control of personality development from the outside is ineffective, since it does not take into account the desire and capabilities of the child himself, therefore, it must be combined with control from the inside, which implies the organization of activities, communication, the design of relationships that arises in the environment in which the growing personality is located. Based on this, it is possible to single out personal competencies that are associated with the formation of such qualities as independence, initiative, creativity, self-knowledge, social activity, the ability to self-change.
The specificity of preschool age is that social development is carried out under the influence of a significant Other, leading the child into society. "We are not talking about the consumer dependence of growing people (physical, material, social, etc.), but about the attitude towards adults as intermediaries who open their future, and as accomplices in their activities." Childhood is not a “social nursery” (DI Feldstein), but a social state in which children and adults interact. A preschooler who learns life especially needs to acquire adult meanings of life. The active comprehension of the meaning of life in a child of this age group occurs through questions to an adult or in a game as the leading activity of a preschooler. Outwardly, this is expressed by role-playing games in adults: in daughters-mothers, sellers-buyers, motorists, etc. - they comprehend the life of adults and comprehend it in its essence.
The best achievements of a preschooler in the field of mastering the life around them indicate that his knowledge appears as a result of cooperation with more competent adults. The preschooler as a member of society is constantly included in the subject of knowledge, in the system of human relations, where there is a constant dialogue of personalities, value attitudes. The child is “included” in another person and through this inclusion develops as a person. The child's own search for life attitudes, the development of patterns and norms of activity are meaningfully connected with a significant Other: parents, educators, peers. Based on the foregoing, the social development of a child can be defined as quantitative and qualitative changes in social knowledge, social value qualities and properties that allow the child to navigate in various situations and achieve positive self-realization through the child gaining his own experience of communication and interaction.
So, the analysis of theoretical works and practice on the problem of the social development of children allows us to draw the following conclusions:
Social development is a sequential, multi-aspect process and the result of socialization-individualization, in the course of which a person is introduced to the "universal social" and a constant discovery, assertion of himself as a subject of social culture;
Preschool age is a sensitive period in a person's social development;
The social development of preschool children is carried out in an active multidirectional activity to master the objective world and the world of relations between people, which forms a skill in the process of repeated repetition of the methods of performing individual actions;
Social development is carried out both in the course of the spontaneous influence of social factors and in a purposeful, organized educational process;
The effectiveness of the social development of each child is predetermined by timely and high-quality monitoring of the results, taking into account the characteristics of preschoolers.
S.A. Kozlova developed approaches to familiarizing preschoolers with social reality. She highlights:
Tasks aimed at child development:
Formation in children of ideas about the social world and about themselves in it;
Education of social feelings, an evaluative attitude to the world around, events and phenomena, facts occurring in it;
Formation of an active position, an optimistic outlook and the ability to transform, creativity.
Tasks aimed at developing a pedagogical mechanism for influencing a child:
Development of effective methods and techniques that contribute to the development of the cognitive, emotional and behavioral spheres of the child when familiarizing himself with social reality;
Use in the construction of the pedagogical process of all types of child activities and various forms of organization.
Methods of acquaintance with social reality (according to S.A. Kozlova)
| Method groups | Types of methods and techniques |
| 1) Cognitive Enhancement Techniques | Elementary and causal analysis, comparison, method of modeling and construction, logical problems, experimentation and experiments, questions, repetitions |
| 2.Methods aimed at increasing emotional activity | Play tricks, surprise moments and novelty elements |
| 3. Methods to facilitate the establishment of links between different types of activities | Acceptance of the proposal and and training in the way of establishing communication, long-term planning, the reception of indirect switching to another activity |
| 4. Methods of correction and clarification of ideas about the social world | Methods of repetition, exercise, observation, experimentation, the method of switching to another activity, the method of generalized response, the method of repeating the task, the situation of choice |
Discipline: Pedagogy
Kind of work: abstract
Topic: Social reality is a means that affects the child, nourishes his mind and soul
Astrakhan Institute for Advanced Studies and Retraining
Creative work on the topic:
"Socialization of the child's personality through labor activity"
Yazykova O.Yu.
Educator
ASTRAKHAN 2007
Social reality is a means that affects the child, nourishes his mind and soul.
The second younger group includes those types of activities that give the child the opportunity to join the world of people in a real plan. This group includes substantive activities,
labor, observation.
The child's social experience enriches the development of work. The kid begins to pay attention early to the labor actions of an adult. He is attracted by the way
mom washes the dishes, how dad fixes a chair, how grandma bakes pies, etc. The child begins to imitate adults in these actions, not only in the game, but also in real life, making attempts
wash, sweep, wash, etc.
The value of work for the socialization of a child's personality can be viewed from several positions.
Firstly, mastering work skills, work activity allows the child to independently provide for himself vital functioning. With the acquisition of labor
skills, the baby is emancipated from the adult, gains a sense of confidence. The risk of non-survival in the absence of adults is reduced. This is how labor performs a life-supporting function.
Secondly, labor activity contributes to the development of volitional qualities, the formation of the ability to make efforts to achieve a goal, which is extremely important for a person.
And the sooner he begins to feel satisfaction from his labor efforts, the more optimistic he will look at the world, as he will gain confidence in his ability to overcome
difficulties.
And, finally, it should be noted that work activity contributes to the development of creativity not only at the level of imagination, as it happens in the game, but also at the level
obtaining material results of creativity. In labor activity, the child becomes a transformer, which raises him to the highest level of socialization within the limits available
age.
In recent years, the tasks of labor education have disappeared from the education programs for preschool children. This circumstance can lead to serious negative
consequences.
K. D. Ushinsky said: "The greatest wealth that a father can inherit from his son is to teach him to work."
In the theory and practice of preschool education, the formation in children of knowledge about the work of adults, an accessible understanding of its role in the life of people, is given special importance. V
older preschool age, it is necessary to show children a variety of professions and, on the basis of this knowledge, form the idea that different types of work allow to provide different
the needs of people. Labor is a manifestation of people's concern for each other. This is especially clearly seen in the example of the labor of grain growers. Acquaintance of children with the work of adults is carried out through different
activities: classes, reading fiction, observation, didactic games and exercises.
Introducing children to the work of adults, the educator is already beginning to orient them towards a particular profession, showing its importance and necessity.
Excursions, observations during walks, stories of educators help to educate children in respect for working people, interest in the work of adults, careful
attitude to the results of labor.
The question arises: Why should he be able to do this?
Over the past 15 years, our daily life has changed so much that it seems to many that everything in it should now be done differently. Including raising children. With this
it's hard to argue - indeed, adults must teach children to respond to new challenges in life. What is the use, for example, if a modern city child will be able to harness a horse? Where and
Why would he need this exotic skill? Better to learn how to repair a car. However, maybe this is useless: after all, there is a car service ... Let him study at school, at the institute,
becomes a doer in his profession! And labor in the sense in which it was understood in the days of parental childhood is now an atavism.
However, parents who have come to this conclusion should be prepared for the fact that life will one day refute their belief. And it's good if it happens relatively early,
when the child is still amenable to education. Unfortunately, the understanding that a child, who does not have except perhaps a moon from heaven, should still be accustomed to everyday work, comes then,
when parents suddenly see: their child is completely incapable of any effort. Not in school, not in the very prestigious profession for which it was once liberated
from any chores around the house ... Yes, it, this child, simply does not understand that life itself requires daily, consistent effort! And then other consequences appear.
the child's unaccustomedness to work: he does not know what to do with himself, he is bored, he has depression, from which he is "treated" with alcohol or, even worse, drugs ...
“It would be better if we demanded in due time that he learn to harness a horse! - parents think in despair. - Or cook dinner, or clean the apartment, or weed the beds on
Meanwhile, such requirements have never been a stunning pedagogical discovery. It is enough to turn to books about the life of wealthy people of past centuries. V
The most prestigious Tenishevsky school, intended for boys from the best families (it was graduated, for example, by the writer Vladimir Nabokov), was a compulsory subject for carpentry. Girl
from a noble family was obliged to be able to do any housework. Although, as soon as she got married (and for this, in fact, she was prepared), she only had to lead
a servant who did this work.
The thing is that “in the taste of clever antiquity” the understanding was laid: without a habit of work, a person will not grow up to be a full-fledged personality. And in the future he is expected only now
these same depressions (no matter what they were called 100 years ago), and his life will go to dust.
The habit of work was instilled in a variety of ways, and, of course, it was brought up not by itself, but in unity with the understanding that a person from an early age must himself
be responsible for your well-being. It is good if parents understand that the problems arising with upbringing have changed little over the past two or three centuries ... Just like the skills with the help of which
these problems are being addressed. The fact is that life, as it is, in all its manifestations can turn out to be unbearable for a grown-up child.
So, maybe you should follow the advice of your ancestors and teach your child to daily work in time? Without asking why you need it. You just need to, and that's it!
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