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GOU SPO Transbaikal Regional College of Culture (technical school)
Course work
in psychology
Topic: "Biological and social factors of child development"
Done: student
correspondence department
3 courses ATS
Zhuravleva O.V.
Head: Muzykina E.A.
Introduction
1 Theoretical foundations of the influence of biological and social factors on the development of the child
1.1 Biological basis of child development
1.2 The influence of social factors on the mental development of the child
2 Empirical study of the influence of social factors on the development of a child in a boarding school
2.1 Research methods
2.2 Findings of the study
Conclusion
Literature
Appendix
INTRODUCTION
Personal development of a person occurs throughout life. Personality is one of those phenomena that are rarely interpreted in the same way by two different authors. All definitions of personality, one way or another, are determined by two opposing views on its development.
From the point of view of some, each personality is formed and develops in accordance with its innate qualities and abilities (biological factors of personality development), while the social environment plays a very insignificant role. Representatives of another point of view completely reject the innate internal traits and abilities of the individual, believing that the individual is a product that is completely formed in the course of social experience (social factors in the development of the individual).
Obviously, these are extreme points of view of the process of personality formation. Despite numerous conceptual and other differences, almost all psychological theories of personality existing between them are united in one thing: a person, it is stated in them, is not born, but becomes in the process of his life. This actually means the recognition that the personal qualities and properties of a person are acquired not by genetic means, but as a result of learning, that is, they are formed and developed.
The formation of personality is, as a rule, the initial stage in the formation of a person's personal properties. Personal growth is due to many external and internal factors. External ones include: an individual's belonging to a particular culture, socioeconomic class, and unique family environment for each.
L.S. Vygotsky, who is the founder of the cultural-historical theory of the development of the human psyche, convincingly proved that “the growth of a normal child into civilization is usually a single fusion with the processes of its organic maturation. Both plans of development - natural and cultural - coincide and merge with one another. Both series of changes interpenetrate one another and form, in essence, a single series of socio-biological formation of the child's personality.
The object of research are the factors mental development personality.
The subject of my research is the process of child development under the influence of biological and social factors.
The aim of the work is to analyze the influence of these factors on the development of the child.
From the topic, purpose and content of the work, the following tasks follow:
Determine the impact on the development of the child of such biological factors as heredity, congenital characteristics, health status;
During theoretical analysis pedagogical, psychological literature on the topic of work to try to find out what factors have a more significant impact on the formation of personality: biological or social;
Conducting an empirical study to study the influence of social factors on the development of a child in a boarding school.
1 THEORETICAL FOUNDATIONS OF THE INFLUENCE OF BIOLOGICAL AND SOCIAL FACTORS ON CHILD DEVELOPMENT
biological social development child
1.1 Biological basis of child development
The experience of the social isolation of the human individual proves that the personality develops not simply through the automatic deployment of natural inclinations.
The word "personality" is used only in relation to a person, and, moreover, starting only from a certain stage of his development. We don't say "personality of the newborn". In fact, each of them is already an individual. But not yet a person! A person becomes a person, and is not born as one. We do not seriously talk about the personality of even a two-year-old child, although he has acquired a lot from the social environment.
First of all, biological development, and development in general, determines the factor of heredity.
A newborn bears a complex of genes not only of his parents, but also of their distant ancestors, that is, he has his own richest hereditary fund inherent only to him or a hereditarily predetermined biological program, thanks to which he arises and develops. individual qualities. This program is naturally and harmoniously implemented if, on the one hand, biological processes are based on sufficiently high-quality hereditary factors, and on the other hand, the external environment provides the growing organism with everything necessary for the implementation of the hereditary principle.
Previously, about hereditary factors in the development of personality, it was only known that the anatomical and morphophysiological structure of the human body is inherited: metabolic features, blood pressure and blood group, the structure of the central nervous system and its receptor organs, external, individual features (facial features, hair color, eye refraction, etc.).
Modern biological science has dramatically changed our understanding of the role of heredity in the development of a child's personality. Over the past decade, US scientists, with the participation of scientists from all over the world, developing the Human Genome Program, have deciphered 90% of the 100,000 genes that a person has. Each gene coordinates one of the body's functions. So, for example, one group of genes is "responsible" for arthritis, the amount of cholesterol in the blood, a tendency to smoke, obesity, the other - for hearing, vision, memory, etc. There are, it turns out, genes for adventurism, cruelty, suicide, and even a gene for love. The traits programmed in the genes of the parents are inherited and in the process of life become the hereditary characteristics of the children. This has scientifically proven the ability to recognize and treat hereditary diseases, inhibit the predisposition to negative behavior of children, that is, to some extent control heredity.
The time is not far off when scientists will create a recognition technique hereditary traits children, available to health workers, teachers and parents. But now a professional teacher needs to know up-to-date information about the patterns of physical and mental development of children.
Firstly, about sensitive periods, optimal terms for the development of certain aspects of the psyche - processes and properties, periods of ontogenetic development (ontogenesis is the development of a personality, in contrast to the development of a species), that is, about the level of mental maturity and their neoplasms for performing certain types of activities . For ignorance of elementary questions about the characteristics of children leads to an involuntary violation of their physical and mental development. For example, starting too early in learning something can adversely affect the mental development of the child, just like later. It is necessary to distinguish between the growth and development of children. Height characterizes the physical increase in body weight. Development includes growth, but the main thing in it is the progress of the child's psyche: perception, memory, thinking, will, emotions, etc. Knowledge of innate and acquired qualities allows teachers and parents to avoid mistakes in the organization of the educational process, the regime of work and rest, hardening of children and other types of their life.
Secondly, the ability to distinguish and take into account innate and acquired qualities will allow the educator, together with parents and medical workers, to prevent and possibly avoid the undesirable consequences of an innate predisposition to certain diseases (vision, hearing, heart ailments, a tendency to colds, and much more), elements of deviant behavior, etc.
Thirdly, you need to rely on physiological basis mental activity in the development of technology for training, education, gaming activity children. The educator can determine what reaction the child will follow with certain advice, orders, orders and other influences on the personality. Here, the dependence of an innate reaction or acquired skills and abilities to carry out the orders of elders is possible.
Fourthly, the ability to distinguish between heredity and social continuity allows you to avoid mistakes and stereotypes in education, such as "An apple does not roll far from an apple tree", "Apples are born from an apple tree, cones are born from a spruce tree." This refers to the transfer from parents of positive or negative habits, behavior, professional abilities, etc. Here, a genetic predisposition or social continuity is possible, and not only from the parents of the first generation.
Fifthly, knowledge of the hereditary and acquired qualities of children allows the teacher to understand that hereditary inclinations do not develop spontaneously, but as a result of activity, and the acquired qualities are directly dependent on the types of education, play and labor offered by the teacher. Preschool children are in the stage of formation of personal qualities, and purposeful, professionally organized process can give the desired results in the development of the gifts of each individual.
Skills and properties acquired during life are not inherited, science has not revealed any special genes for giftedness, however, each child born has a huge arsenal of inclinations, early development and the formation of which depends on the social structure of society, on the conditions of education and training, the cares and efforts of parents and the desire of the smallest person.
The traits of the biological heritage are complemented by the innate needs of the human being, which include the needs for air, food, water, activity, sleep, security, and the absence of pain. social experience explains basically the similar, common features that a person possesses, then biological heredity largely explains the individuality of the individual, its initial difference from other members of society. However, group differences can no longer be explained by biological heredity. Here we are talking about a unique social experience, about a unique subculture. Therefore, biological heredity cannot completely create a person, since neither culture nor social experience is transmitted with genes.
However, the biological factor must be taken into account, since, firstly, it creates restrictions for social communities (the helplessness of the child, the inability to stay under water for a long time, the presence of biological needs, etc.), and secondly, thanks to the biological factor, an infinite variety is created temperaments, characters, abilities that make individuality out of each human personality, i.e. unrepeatable, unique creation.
Heredity is manifested in the fact that the main biological characteristics of a person (the ability to talk, work with a hand) are transmitted to a person. With the help of heredity, an anatomical and physiological structure, the nature of metabolism, a number of reflexes, a type of higher education are transmitted from parents to a person. nervous activity.
Biological factors include the innate characteristics of a person. These are the features that the child receives in the process of intrauterine development, due to a number of external and internal reasons.
The mother is the first earthly universe of the child, so everything she goes through, the fetus also experiences. The mother's emotions are transmitted to him, having either a positive or negative effect on his psyche. It is the mother’s wrong behavior, her excessive emotional reactions to stress that our hard and stressful life is saturated with, that cause a huge number of such postpartum complications as neuroses, anxiety states, mental retardation and many other pathological conditions.
However, it should be emphasized that all difficulties are completely surmountable if the expectant mother realizes that only she serves as a means of absolute protection for the child, for which her love gives inexhaustible energy.
A very important role belongs to the father. The attitude to the wife, her pregnancy and, of course, to the expected child is one of the main factors that form the feelings of happiness and strength in the unborn child, which are transmitted to him through a self-confident and calm mother.
After the birth of a child, the process of its development is characterized by three successive stages: absorption of information, imitation and personal experience. In the period of intrauterine development, experience and imitation are absent. As for the absorption of information, it is maximal and proceeds at the cellular level. At no point in his later life does a person develop as intensively as in the prenatal period, starting from a cell and turning in just a few months into a perfect being, possessing amazing abilities and an unquenchable desire for knowledge.
The newborn has already lived for nine months, which to a large extent formed the basis for its further development.
Prenatal development is based on the idea of the need to provide the embryo and then the fetus with the most the best materials and conditions. This should become part of the natural process of developing all the potential, all the abilities, originally incorporated in the egg.
There is the following pattern: everything that the mother goes through, the child also experiences. The mother is the first universe of the child, his "living resource base" both from the material and mental points of view. The mother is also an intermediary between the outside world and the child.
The emerging human being does not perceive this world directly. However, it continuously captures the sensations and feelings it evokes in the mother. the world. This being registers the first information, capable of coloring the future personality in a certain way, in cell tissues, in organic memory and at the level of the nascent psyche.
1.2 The influence of social factors on the mental development of the child
The concept of personality development characterizes the sequence and progress of changes occurring in the consciousness and behavior of the individual. Education is associated with subjective activity, with the development in a person of a certain idea about the world around him. Although education takes into account the influence of the external environment, it basically embodies the efforts that social institutions carry out.
Socialization is a process of personality formation, the gradual assimilation of the requirements of society, the acquisition of socially significant characteristics of consciousness and behavior that regulate its relationship with society. The socialization of an individual begins from the first years of life and ends by the period of civil maturity of a person, although, of course, the powers, rights and obligations acquired by him do not mean that the process of socialization is completely completed: in some aspects it continues throughout life. It is in this sense that we are talking about the need to improve the pedagogical culture of parents, about the fulfillment of civic duties by a person, about observing the rules interpersonal communication. Otherwise, socialization means a process of constant knowledge, consolidation and creative assimilation by a person of the rules and norms of behavior dictated to him by society.
A person receives the first elementary information in the family, which lays the foundations for both consciousness and behavior. Sociology draws attention to the fact that the value of the family as social institution has been underestimated for a long time. Moreover, in certain periods of Soviet history, they tried to remove the responsibility for educating the future citizen from the family, shifting it to the school, labor collective, public organizations. The belittling of the role of the family brought great losses, mainly of a moral nature, which later turned into large costs in labor and socio-political life.
The school takes the baton of socialization of the individual. As they grow older and prepare to fulfill their civic duty, the body of knowledge acquired by a young person becomes more complex. However, not all of them acquire the character of consistency and completeness. So, in childhood, the child receives the first ideas about the Motherland, in general terms, begins to form his own idea of the society in which he lives, about the principles of building life.
A powerful tool for the socialization of the individual is the mass media - print, radio, television. They carry out intensive processing of public opinion, its formation. At the same time, the implementation of both constructive and destructive tasks is equally possible.
The socialization of the individual organically includes the transfer of the social experience of mankind, therefore the continuity, preservation and assimilation of traditions are inseparable from the daily life of people. Through them, new generations are involved in solving the economic, social, political and spiritual problems of society.
The socialization of the individual is, in fact, a specific form of appropriation by a person of those civil relations that exist in all spheres of public life.
So, supporters of the social direction in the development of the individual rely on the decisive influence of the environment and especially education. In their view, the child is a “blank slate” on which everything can be written. Centuries of experience and modern practice show the possibility of the formation of both positive and negative qualities in a person despite heredity. The plasticity of the cerebral cortex indicates that people are susceptible to the external influence of the environment and upbringing. If purposefully and for a long time to influence certain centers brain, they are activated, as a result of which the psyche is formed in given direction and becomes the dominant behavior of the individual. In this case, one of the psychological ways of forming the attitude prevails - impressing (impressions) - manipulation of the human psyche up to zombies. History knows examples of Spartan and Jesuit education, the ideology of pre-war Germany and militaristic Japan, which brought up murderers and suicides (samurai and kamikaze). And at present, nationalism and religious fanaticism use impressing to train terrorists and other perpetrators of unseemly deeds.
Thus, the biophone and the environment are objective factors, and mental development reflects subjective activity, which is based on the intersection of biological and social factors, but performs a special function inherent only to the human personality. At the same time, depending on age, the functions of biological and social factors move.
In preschool age, personality development is subject to biological patterns. By the senior school age, biological factors persist, social conditions gradually have an increasing influence and develop into the leading determinants of behavior. The human body, according to I.P. Pavlova, is a system that is highly self-regulating, self-supporting, restoring, guiding and even improving. This determines the role of synergy (unity of personality) as methodological basis the functioning of the principles of an integrated, differentiated and personality-oriented approach to the education and upbringing of preschoolers, pupils and students.
The teacher should proceed from the fact that a child, like a person at any age, is a biosocial organism that functions depending on the needs that are motivated and become driving force development and self-development, education and self-education. Needs, both biological and social, mobilize internal forces, move into an effective-volitional sphere and serve as a source of activity for the child, and the process of satisfying them acts as a motivated directed activity. Depending on this, the ways to satisfy their needs are also chosen. This is where the guiding and organizing role of the teacher is needed. Children and students in primary and secondary grades are not always able to determine for themselves how to meet their needs. Teachers, parents and social workers should come to their aid.
The inner motive force for human activity at any age is the emotional sphere. Theorists and practitioners argue about the predominance of intellect or emotions in human behavior. In some cases, he ponders his actions, in others - actions occur under the influence of anger, indignation, joy, strong excitement (affect), which suppress the intellect and are not motivated. In this case, the person (child, pupil, student) becomes uncontrollable. Hence, cases of unmotivated acts are not uncommon - hooliganism, cruelty, offenses and even suicide. The teacher's task is to combine two spheres of human activity - intellect and emotions - into one stream of satisfaction of material, intellectual and spiritual needs, but certainly reasonable and positive.
The development of any personality trait at any age is achieved exclusively in activity. Without activity, there is no development. Perception develops as a result of repeated reflection of the environment in the mind and behavior of the individual, in contact with nature, art, interesting people. Memory develops in the process of formation, preservation, updating and reproduction of information. Thinking as a function of the cerebral cortex originates in sensory cognition and manifests itself in reflex, analytical-synthetic activity. The “innate orienting reflex” is also developing, which manifests itself in curiosity, interests, inclinations, in a creative attitude to the surrounding reality - in study, play, work. Habits, norms and rules of behavior are also brought up in activity.
Individual differences in children are manifested in the typological features of the nervous system. Choleric, phlegmatic, melancholic and sanguine react differently to the environment, information from educators, parents and people close to them, move, play, eat, dress, etc. in different ways. In children different level development of receptor organs - visual, auditory, olfactory, tactile, in the plasticity or conservatism of individual formations of the brain, the first and second signal systems. These innate features are the functional basis for the development of abilities, manifested in the speed and strength of the formation of associative links, conditioned reflexes, that is, in memorizing information, in mental activity, in the assimilation of the norms and rules of behavior and other mental and practical operations.
A far from complete set of qualitative characteristics of the child's characteristics and his potentialities shows the complexity of the work on the development and education of each of them.
Thus, the uniqueness of the personality lies in the unity of its biological and social properties, in the interaction of the intellectual and emotional spheres as a set of potentialities that allow the formation of the adaptive functions of each individual and prepare the entire younger generation for active labor and social activities in the conditions of market relations and accelerated scientific, technical and social progress.
2 EMPIRICAL STUDY OF THE INFLUENCE OF SOCIAL FACTORS ON A CHILD'S DEVELOPMENT IN BOARDING SCHOOL CONDITIONS
2.1 Research methods
An empirical study was conducted by me on the basis of the Urulga correctional boarding school.
The aim of the study was to study the influence of social factors on the development of children in a boarding school.
For empirical research The research method chosen was interviewing.
The interview was conducted with three teachers working in a correctional institution with children of primary school age, based on a memo with a list of mandatory questions. The questions were compiled by me personally.
The list of questions is presented in the appendix to this course work (see Appendix).
The sequence of questions can be changed depending on the conversation. The answers are recorded using entries in the researcher's diary. The average duration of one interview is on average 20-30 minutes.
2.2 Findings of the study
The results of the interview are analyzed below.
To begin with, the author of the study was interested in the number of children in the classes of the interviewers. It turned out that in two classes of 6 children - this is the maximum number children for such an institution, and in another 7 children. The author of the study was interested in whether all the children in the classes of these teachers have special needs and what deviations they have. It turned out that teachers know quite well the special needs of their students:
There are 6 children in the class with special needs. All members need daily help and care as the diagnosis of childhood autism is based on the presence of three main qualitative disorders: lack of social interaction, lack of mutual communication, and the presence of stereotypical forms of behavior.
Children's diagnoses: mild mental retardation, epilepsy, atypical autism. That is, all children with mental disabilities.
These classes mainly teach children with a mild degree mental retardation. But there are also children with autism, which makes it especially difficult to communicate with a child and educate them in social skills.
When asked about the desire of pupils with special needs to study at school, teachers gave the following answers:
Perhaps there is a desire, but very weak, because. it is difficult enough to catch the eyes of children, to attract their attention. And in the future, it can be difficult to establish eye contact, children seem to look through, past people, their eyes are floating, detached, at the same time they can give the impression of being very smart, meaningful. Often, objects are more interesting than people: pupils can be fascinated for hours to follow the movement of dust particles in a beam of light or examine their fingers, twisting them in front of their eyes and not respond to the calls of the class teacher.
Every student is different. For example, pupils with mild mental retardation is desire. They want to go to school, they are waiting for the school year to start, they remember both the school and the teachers. What can not be said about autists. Although, one of them, at the mention of the school, becomes alive, starts talking, etc.
Based on the answers of the respondents, it can be concluded that, depending on the diagnoses of pupils, their desire to learn depends, the more moderate their degree of backwardness, the greater the desire to study at school, and with severe mental retardation, there is a desire to study in a small number of children.
The educators of the institution were asked to tell how developed the children's physical, social, motivational and intellectual readiness for school is.
Weak, because children perceive people as carriers of certain properties that interest them, use a person as an extension, a part of their body, for example, they use an adult’s hand to get something or do something for themselves. If social contact is not established, then difficulties will be observed in other areas of life.
Since all pupils with mental disabilities, the intellectual school readiness is low. All pupils, except for autistic children, are in good physical shape. Their physical readiness is normal. Socially, I think it's a heavy barrier for them.
The intellectual readiness of the pupils is quite low, which cannot be said about the physical one, except for an autistic child. In the social sphere, average readiness. In our institution, caregivers take care of children so that they can cope with the simple things of daily life, such as how to eat properly, fasten buttons, dress, etc.
It can be seen from the above answers that children with special needs have low intellectual readiness for school; accordingly, children need additional education, i.e. in a boarding school need more help. Physically, children are generally well prepared, and socially educators do everything possible to improve their social skills and behavior.
These children have an attitude towards their classmates unusual. Often the child simply does not notice them, treats them like furniture, can examine them, touch them, like an inanimate object. Sometimes he likes to play next to other children, to watch what they do, what they draw, what they play, while not the children, but what they are doing attracts more interest. The child does not participate in a joint game, he cannot learn the rules of the game. Sometimes there is a desire to communicate with children, even delight at their sight with violent manifestations of feelings that children do not understand and are even afraid of, because. hugs can be suffocating and the child, loving, can be hurt. The child draws attention to himself often in unusual ways, for example, by pushing or hitting another child. Sometimes he is afraid of children and runs away screaming when they approach. It happens that in everything inferior to others; if they take it by the hand, it does not resist, but when they drive it away from themselves - pays no attention to it. Also, the staff faces various problems in the course of communication with children. These may be feeding difficulties, when the child refuses to eat, or, on the contrary, eats very greedily and cannot get enough. The task of the leader is to teach the child to behave at the table. It happens that an attempt to feed a child may cause violent protest or, conversely, he willingly accepts food. Summarizing the above, it can be noted that it is very difficult for children to play the role of a student, and sometimes this process is impossible.
Many of the children are able to successfully build relationships with adults and peers, in my opinion, communication between children is very important, as it plays a big role in learning to reason independently, defend their point of view, etc., and also they can perform well as a student.
Based on the answers of the respondents, it can be concluded that the ability to play the role of a student, as well as interaction with the teachers and peers around them, depends on the degree of lag in intellectual development. Children with moderate degree children with mental retardation already have the ability to communicate with peers, and children with autism cannot take on the role of a student. Thus, from the results of the answers it turned out that the communication and interaction of children with each other is the most important factor for the appropriate level of development, which allows him to act more adequately in the future at school, in a new team.
When asked if pupils with special needs have difficulties in socialization and if there are any examples, all respondents agreed that all pupils have difficulties in socialization.
Violation of social interaction is manifested in the lack of motivation or severe limited contact with external reality. Children seem to be fenced off from the world, they live in their shells, a kind of shell. It may seem that they do not notice the people around them, only own interests and needs. Attempts to penetrate into their world, to engage in contact lead to an outbreak of anxiety, aggressive manifestations. It often happens that when strangers approach pupils of the school, they do not respond to the voice, do not smile in response, and if they smile, then into space, their smile is not addressed to anyone.
Difficulties occur in socialization. However, all pupils - sick children.
Difficulties arise in the socialization of pupils. On holidays, pupils behave within the limits of what is permitted.
The above answers show how important it is for children to have a full-fledged family. Family as a social factor. At present, the family is considered both as the basic unit of society and as habitat optimal development and well-being of children, i.e. their socialization. Also, the environment and upbringing are leading among the main factors. No matter how much the educators of this institution would try to adapt the pupils, due to their characteristics it is difficult for them to socialize, and also due to the large number of children per educator, they cannot individually deal with one child a lot.
The author of the study was interested in how educators develop self-awareness, self-esteem and communication skills in schoolchildren and how favorable the environment for the development of self-awareness and self-esteem of a child is in a boarding school. The educators answered the question someone briefly, and some gave a full answer.
Child - the being is very subtle. Every event that happens to him leaves a trace in his psyche. And for all its subtlety, it is still a dependent being. He is not able to decide for himself, to make strong-willed efforts and protect himself. This shows how responsibly you need to approach actions in relation to them. Social workers monitor close relationship physiological and mental processes, manifested in children especially strongly. The environment at the school is favorable, the pupils are surrounded by warmth and care. Creative credo of the teaching staff:« Children should live in a world of beauty, games, fairy tales, music, drawing, creativity» .
Not enough, there is no sense of security as in domestic children. Although all educators try to create a favorable environment in the institution on their own, with responsiveness, goodwill, so that there are no conflicts between children.
Educators and teachers themselves are trying to create a good self-esteem for pupils. Behind good deeds we encourage with praise and, of course, for inadequate actions we explain that this is not right. Conditions in the institution are favorable.
Based on the answers of the respondents, it can be concluded that, in general, the environment in the boarding school is favorable for children. Of course, children who are brought up in a family have a better sense of security and home warmth, but educators do everything possible to create a favorable environment for the pupils in the institution, they themselves are engaged in increasing the self-esteem of children, creating all the conditions they need so that the pupils do not feel lonely.
The author of the study was interested in whether individual or special programs education and upbringing for the socialization of children with special needs and whether the children of the interviewed teachers have an individual rehabilitation plan. All respondents answered that all pupils of the boarding school have an individual plan. Also added:
2 times a year the social worker of the school together with the psychologist make individual development plans for each pupil with special needs. Where goals are set for the period. This mainly concerns life in the orphanage, how to wash, eat, self-service, the ability to make the bed, tidy the room, wash the dishes, etc. After half a year, an analysis is carried out, what has been achieved and what still needs to be worked on, etc.
The rehabilitation of a child is a process of interaction that requires work, both on the part of the student and on the part of the people around him. A training corrective work according to the development plan.
From the results of the answers, it turned out that an individual development plan (IDP) is the preparation of a curriculum for a certain children's institution regarded as teamwork- Specialists are involved in the preparation of the program. To improve the socialization of the pupils of this institution. But the author of the work did not receive an exact answer to the question about the rehabilitation plan.
Boarding school teachers were asked to tell how they work closely with other teachers, parents, specialists and how important close work is in their opinion. All respondents agreed that working together is very important. It is necessary to expand the circle of membership, that is, to involve in the group of parents of children who are not deprived of parental rights, but gave their children to the upbringing of this institution, pupils with different diagnoses, cooperation with new organizations. The option is also considered joint work parents and children: involving all family members in optimizing family communication, searching for new forms of interaction between the child and parents, doctors, and other children. And also there is a joint work of social workers of the orphanage and school teachers, specialists, psychologists.
The environment in the correctional boarding school is generally favorable, educators and teachers make all the necessary efforts to create the necessary environment for development, if necessary, specialists in individual plan, but children lack the security that is present in children brought up at home with their parents. Children with intellectual disabilities basically not ready for school with general education program training, but are ready for training according to a special program, depending on their individual characteristics and the severity of their disease.
CONCLUSION
In conclusion, the following conclusions can be drawn.
The biological factor includes, first of all, heredity, and, in addition to heredity, the features of the course of the intrauterine period of a child's life. The biological factor is important, it determines the birth of a child with its inherent human features buildings and activities various bodies and systems, its ability to become a personality. Although at birth people have biologically determined differences, however, each normal child can learn anything that involves him social program. The natural features of a person do not in themselves predetermine the development of the child's psyche. Biological features form the natural basis of man. Its essence is socially significant qualities.
The second factor is the environment. The natural environment influences mental development indirectly - through the types of labor activity and culture traditional in the given natural zone, which determine the system of raising children. The social environment directly affects the development, in connection with which the environmental factor is often called social. Social environment is a broad concept. This is the society in which the child grows up, its cultural traditions, the prevailing ideology, the level of development of science and art, the main religious movements. The system of upbringing and education of children adopted in it depends on the characteristics of the social and cultural development of society, starting with public and private educational institutions (kindergartens, schools, art houses, etc.) and ending with the specifics of family education. The social environment is also the immediate social environment that directly affects the development of the child's psyche: parents and other family members, later kindergarten teachers and school teachers. It should be noted that with age, the social environment expands: from the end of preschool childhood, peers begin to influence the development of the child, and in adolescence and senior school age, some social groups can significantly influence - through the media, organizing rallies, etc. outside social environment the child cannot develop - cannot become complete personality.
An empirical study showed that the level of socialization of children in a correctional boarding school is extremely low and that children with intellectual disabilities studying in it need additional work to develop the social skills of pupils.
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7. Dubrovina I.V. Workbook of a school psychologist: textbook. allowance. / I.V. Dubrovin. - M.: Academy, 2010. - 186 p.
8. Kletsina I.S. Gender socialization: Textbook. - St. Petersburg, 2008.
9. Kondratiev M.Yu. Typological features psychosocial development of adolescents // Questions of psychology. - 2007. - No. 3. - S.69-78.
10. Leontiev, A.N. Activity. Consciousness. Personality: textbook. allowance / A.N. Leontiev. - M.: Academy, 2007. - 298 p.
11. Mednikova L.S. Special psychology. - Arkhangelsk: 2006.
12. Nevirko D.D. Methodological foundations for studying the socialization of personality based on the principle of a minimal universe // Personality, creativity and modernity. 2005 . Issue. 3. - S.3-11.
13. Rean A.A. Socialization of personality // Reader: Psychology of personality in writings domestic psychologists. - St. Petersburg: Peter, 2005.
14. Rubinstein S.L. Basics general psychology: studies. allowance. - S.-Pb.: Peter, 2007. - 237 p.
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APPENDIX
A list of questions
1. How many children are in your class?
2. What deviations do the children in your class have?
3. Do you think your children have a desire to go to school?
4. Do you think your children have developed physical, social, motivational and intellectual readiness for school?
5. How well do you think children in your class are able to communicate with classmates and teachers? Can children play the role of a student?
6. Do your pupils with special needs have difficulties in socialization? Can you give some examples (in the hall, on holidays, when meeting strangers).
7. How do you develop self-awareness, self-esteem and communication skills in students?
8. Is there a favorable environment in your institution for the development of self-awareness and self-esteem of the child (for social development)?
9. Are there individual or special education and upbringing programs for the socialization of children with special needs?
10. Do the children in your class have an individual rehabilitation plan?
11. Do you work closely with teachers, parents, specialists, psychologists?
12. How important do you think it is to work together (important, very important)?
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Article "Biological factors of child development"
Guryanova Ekaterina Petrovna, educator Municipal budgetary preschool educational organization "Kindergarten of the combined type No. 11" Shatlyk "Menzelinsky municipal district of the Republic of TatarstanPurpose of material: This material is intended for kindergarten teachers. The presented material will be useful for kindergarten teachers
Target: distribute pedagogical experience among kindergarten teachers.
Task: reveal the importance of the biological factor in the development of preschool children.
Various factors influence the development of a child. The very first and significant factor before the birth of a child is the biological factor. The biological factor finds its development in the prenatal state.
The fundamental indicator is biological heredity. Biological heredity includes general indicators in its content.
Heredity is individual for each representative of mankind. It allows you to distinguish and distinguish in each representative of humanity not only internal, but also external characteristics.
Parents by inheritance pass on certain features and qualities of personality to their child. The transfer of hereditary qualities form the genetic program.
The great significance of heredity lies in the fact that it serves as a source of obtaining the human body, nervous system, brain,
organs of hearing.
External factors make it possible to distinguish one person from another. The specificity of the nervous system, inherited, develops a certain type of nervous activity.
The influence of heredity is so great that it is able to form certain abilities in various types activities. This ability is formed on the basis of natural inclinations.
Based on the data of physiology and psychology, we can conclude that at birth, a child does not acquire abilities, but only the inclinations for any activity.
However, for the development and disclosure of certain inclinations, it is necessary to create a favorable atmosphere for proper development.
Heredity includes not only favorable, positive aspects for the development of the child, it is not uncommon for a number of diseases to be inherited by the child.
The cause of these diseases: violation of the hereditary apparatus (genes, chromosomes).
In the modern world, the proper development of a child is influenced not only by heredity, but also by the environment itself.
Polluted atmosphere negatively affects the development of the child, already in the prenatal state. Pollution air masses in the atmosphere sharp deterioration water and forest resources contribute to the fact that the percentage of children born with certain disorders is increasing. For example, the birth of deaf-mute, blind children.
The development of deaf-mute and blind children is significantly different from the development of healthy children, it is slow.
Despite this fact, in pedagogy, special methods have been developed and created that contribute to the development special children. New specialized institutions and centers for special children are built and opened every year. It is also important to point out that active work and retraining of workers in this area is being carried out. Numerous specialists are working on this problem, such as teachers, psychologists, etc.
Serious and sometimes super-achievable tasks are assigned to these specialists. However, the main task in the work of qualified specialists is to help each special child get at least a little closer to the real world, to provide support in adapting the child to the world around him.
Introduction
Life around us is rapidly changing, but one thing is invariable - people continue to love, give birth and raise children. The birth of a person has always been and will always be a miracle, the most amazing and wonderful event in the life of every family.
The relevance of the chosen topic stems from the factor of instability: economic, political, value. Unfortunately, today the negative impact of the unstable situation is mostly only declared; discussed in the media, but there is practically no serious scientific study mechanism of this influence, and most importantly, its consequences. Apart from common factor instability, among the possible psycho-traumatic conditions, it is necessary to highlight the speed of changes social situation human development.
In addition to the factors negatively affecting child development, some researchers discuss the crisis of modern childhood. As I.D. Frumin, today's children are different from the children about whom J. Piaget and L.S. Vygotsky. The forms of external activity of the child have changed, and the crisis experienced by modern family. And, of course, childhood becomes different, thanks to the widespread introduction of early learning, which leads to a redistribution of the pace of development of cognitive processes and, as physiologists convincingly prove, is a risk factor for children's health problems. In general, modern conditions are characterized by large-scale social deprivation; deprivation, limitation or insufficiency of certain conditions of material and spiritual resources necessary for the survival, full development and socialization of children. And of course, social deprivation leads to a deterioration in the health of children: physical, mental, social. Therefore, it can be argued that in modern conditions the health of almost all children requires the attention and help of adults: doctors, psychologists, teachers. Accordingly, the goal of practical psychological work with children should be psychological health. Psychological health is a necessary condition for the full functioning and development of a person in the process of his life.
Risk factors for mental health disorders: objective, or environmental factors, and subjective, due to individual personality characteristics.
The health of the unborn child depends entirely on the health of the parents, so pregnancy planning is very important, it is advisable to conduct an examination of both parents before the conception of the baby.
Often a child's difficulties begin in infancy. It is well known that the most significant factor in the normal development of the personality of an infant is communication with the mother. How a mother will raise her child, what stereotyped attitudes to use, when and to which institution she will give her baby - the future life of the child depends on these components.
In general, we can conclude that psychological health is formed through the interaction of external and internal factors, and not only external factors can be refracted through internal, but also internal factors can be modified by external influences.
1. Planning a child as a warning factor for the successful development of the individual
Motherhood is studied in line with various sciences: history, cultural studies, medicine, physiology, biology of behavior, sociology, psychology. AT recent times there was an interest in a comprehensive study of motherhood. The importance of maternal behavior for the development of the child, its complex structure and developmental path, the multiplicity of cultural and individual options, and great amount Modern research in this area allows us to talk about motherhood as an independent reality that requires the development of a holistic scientific approach for its study.
In the psychological literature, much attention is paid to the biological foundations of motherhood, as well as the conditions and factors of a person's individual development.
In 1971–74 in Prague, a group of 220 children born in 1961–63 was subjected to research. based on reliably unwanted pregnancies. A group of control children corresponded with them in pairs. The criterion for this was the age and gender of the child, further, the children attended the same class. The age of mothers and fathers was approximately similar, and these parents occupied a similar socio-economic position.
Although the statistical significance is relatively inexpressive, the differences still exist and testify to the facts in a very definite way. With regard to biological entry into life (pregnancy, childbirth, birth weight), unwanted children do not differ from positively or even neutrally accepted children. These children, however, had a significantly shorter period of breastfeeding, they became the object of medical care more often and were distinguished by a tendency to less harmonious physical development (ie, to inappropriate fullness).
Mothers saw less favorable personality traits in their "unwanted" children at preschool age and during the survey period. Also, teachers, comparing them with control classmates, gave a less favorable assessment, and the classmates themselves (during a sociometric survey) rejected them as friends much more often, assessing their behavior in the team as less acceptable. With regard to the level of mental development, there were no differences between the groups. In terms of school performance and the ability to adapt to frustrating situations, the "unwanted" children clearly lagged behind the control children. Differences between children were revealed more clearly in boys than in girls - in terms of morbidity, school performance, assessment of personal properties by mothers, teachers and classmates.
Independent observers also believed that "unwanted" boys had lower intelligence than girls.
It also turned out that simple sum of unfavorable signs in the development of the personality of "unwanted" children very significantly exceeds the sum of such signs in children control group. This means that "unwanted" children are characterized not by a few pronounced deviations, but by dozens of small signs of poor adaptation, which then shift this group as a whole in a socially disadvantageous direction. clinical picture such deviations can be called, most likely, a picture of mental "superdeprivation", which, under favorable conditions, in subsequent development should not necessarily manifest itself in a negative way. Undoubtedly, under adverse conditions, it can bring serious life complications to the affected individual in the future.
The prevention of unwanted pregnancy is therefore distinguished by its far-reaching psychological and social significance.
Surveys in pediatric psychiatric and pedagogical-psychological consultations have shown that children born after an unwanted pregnancy are much more likely to come into contact with this service and that their problems are accepted there as more serious. Differences in school performance - assuming the same intellectual development- with the transition to the upper classes, schools become more pronounced, rather not in favor of "unwanted" children. Much more often, these children are assessed by their mothers and teachers as less conscientious, but more impulsive, less obedient, and also less adaptable in the children's team. The "unwanted" children themselves in tests of family ties see significantly less positive interest on the part of their mothers than control children. They also note significantly less directiveness and more non-systematicity. While in the control families there is a significantly high correlation of the parenting behavior of the mother and father in relation to the child, in families with an “unwanted” child this correlation very low. The latter means that in such families, children perceive the behavior of their parents more often as marked by disagreements or contradictions.
Similar to the results of the initial survey, many established data indicate that the situation of unwanted boys is more difficult than that of girls. For example, unwanted boys are more likely to assume that their mothers' attitude towards them tends to worsen over time. Less often, they perceive their mother as the most important person in their childhood. In contrast to the data established in control children, they believe that their character is more similar to that of their father than to that of their mother. They often view their parents' marriage as unhappy.
Although with the passage of time, in most cases, apparently, far-reaching compensation sets in, which initially takes completely negative positions towards the existence of a given child, the very fact that differences still exist, and with time they rather increase, testify to the fact that that "undesirability of pregnancy" is certainly not a factor that could be neglected in the life of a child. The picture of psychic subdeprivation, as shown above, remains intact.
The question arises whether the noted deviations in the personality development of unwanted children will be reflected in sexual behavior, partner relationships and, finally, also in parental positions. One can discuss the hypothesis that this subdeprivation will also have a tendency to pass on its adverse effects to the next generation, as, by the way, can be noted in the case of other psycho-pathological units.
Recently, a number of works related to phenomenology (Bazhenova O.V., Baz L.L., Brutman V.I.), psychophysiology (Batuev A.S., Volkov V.G., Sadkova Yu. S., Shabalina N.V.), psychology of motherhood (Radionova M.S., Filippova G.G.), psychotherapeutic (Kovalenko N.P., Skoblo G.V., Shmurak Yu.I.) and psychological and pedagogical aspects of pregnancy and early stages of motherhood, deviant motherhood. More than 700 factors have been identified, presented in 46 scales, characterizing a woman's adaptation to pregnancy and early motherhood, including the woman's life history, her family, social status, personal qualities, connection with the developmental characteristics of the child.
However, the researchers themselves believe that the results obtained reflect the general individual characteristics of a woman rather than the specifics of the maternal sphere and its formation. The same applies to studies devoted to the study of the psychophysiological foundations of motherhood, the mental health of mother and child (Kolosova M.V.), social status women and the characteristics of her family. This situation, according to many authors, is due to the fact that there is still no adequate conceptual approach to study motherhood as a holistic phenomenon. In the mentioned studies, the most significant ontogenetic factors in the development of the maternal sphere are distinguished: the experience of interaction with one's own mother, the features of the family model of motherhood, and the possibility of interacting with infants and the emergence of interest in them in childhood. However, there is no detailed analysis of the stages of individual development of motherhood, the content and mechanisms of this development. And this, in turn, does not allow a differentiated attitude to the diagnosis of individual characteristics of the maternal sphere, the causes of existing disorders, the design of methods for their correction and prevention. The latter is especially important in modern conditions from the point of view of preventing violations of the mother's relationship with the child, which in extreme forms is expressed in the psychological and physical abandonment of the child. Deviant motherhood is currently one of the most acute areas of research in psychology, both in practice and in theoretical aspect. This includes problems associated not only with mothers who abandon their children and show open neglect and violence towards them, but also problems of violation of the mother-child relationship, which serve as the reasons for the decrease in the emotional well-being of the child and deviations in his optimal mental development (Pereguda IN AND.). In this respect great importance has a holistic view of motherhood, its structure, content and ontogenetic development.
2. The role of the mother in the development of the child and its adaptation to the environment
The normal development of the child and the formation of successful defense mechanisms possible only with good adaptation to the social environment. Isolation from parents and siblings, even in primates, makes it impossible to form a feeling of love, leads to persistent fear and aggressiveness, and becomes an obstacle to socialization. The born child, having almost no independence, is at the same time part of the dyad. Another part of the dyad is the mother, the main condition for the child's life and development. The mother forms him as a future personality, able to withstand changes in the environment and deal with stress. In this, the attachment or feeling of love that arises between the infant and his mother plays a fundamental role. The formed emotional connection between the mother and the child encourages him to seek protection from the parent in case of any manifestation of danger, to master under her guidance all the necessary skills, without which he will not develop the necessary sense of security and confidence in his abilities for life.
The process of attachment development is based on a number of innate abilities a child is already born with. The newborn is prepared to communicate with him, all his senses are functioning, although they are developed to varying degrees. However, strong attachment can only arise if the mother responds effectively to the crying of the child in pain, hunger, or boredom. The development of positive emotions, which are important for the emergence of love on the one hand and the strengthening of vitality, on the other hand, is facilitated by games with a child. Children who are quickly soothed by their mothers cry much less than those who are not approached. Thus, the strength of the child's attachment, i.e. the experience of security and, to a large extent, confidence, is determined by two necessary qualities of the mother. Firstly, the readiness to immediately help the child when he is anxious (crying). Secondly, the activity of maternal interaction with the child and the ability to communicate with him (Chistovich L.A., Kozhevnikova E.).
Many authors point to a significant relationship between stimuli emanating from the mother and the simultaneous development of the child. Four factors of maternal care are highly correlated with developmental test scores: developmental stimulation, adaptation to stimuli, and extent of physical contact.
The ability to withstand stress (reactions of the child in moments of disorder and his characteristic reactions to ordinary unpleasant moments of everyday life) largely depends on how much the mother can adapt the external environment of the child to his individual characteristics. In early childhood, repetitive situations that lead to anxiety or tension do not make the child able to withstand stress. A child who is rarely tested by difficulties endures stress better than one who has repeatedly experienced the tension of negative emotions. The stabilization of the mental state, which reduces the risk of adverse consequences in the event of difficult life circumstances in children, is facilitated by the principles of care that do not change by parents and the unchanged “image of the mother”.
Psychoanalytic theory explains the mother-child relationship by the dependence of the infant on the mother. The ethological concept brings to the fore the formation of a strong emotional connection, which is an innate motivational system. In accordance with this understanding, both mother and child strive for close physical contact. One of the mechanisms for uniting a cub and its mother is imprinting (the innate ability of animals to follow an object).
There are a number of prerequisites for infant mental health:
– healthy relationship between mother and child;
- high-quality relationship between mother and child, leading to successful physical, cognitive and emotional development;
– a positive relationship between mother and child, teaching the ability to trust and reach out to others;
– providing parents with opportunities for optimal development of their children.
Signs of persistent attachment of a mother to a child:
Seeks and maintains eye contact
- pronounces words with special intonations;
- touches the child, caresses him;
- often held in his arms;
- experiencing positive feelings.
Unfortunately, there are obstacles that can prevent a mother from properly raising a child. Establishing a deep emotional connection within the dyad between mother and child can be hampered by the immaturity of the feelings and character of the mother, her imbalance. An obstacle may be the young (up to 18 years) age of the mother. Naturally, social and psychological unpreparedness to fulfill the duties of a mother does not allow a woman to create a positive emotional environment necessary for the formation of a deep attachment between mother and child (Orel V.I.). An obstacle to the emergence of favorable relationships in the mother-child system may be an undeveloped gestational dominant, that is, insufficient readiness and determination to become a mother. (Dobryakov I.V.) An unloved or unwanted child does not evoke positive emotions that are so necessary for the formation of attachment, a sense of security, confidence in one's well-being and further development. Much evidence exists to support the view that insufficient emotional and sensory stimulation of the young child, especially when separated from the parents, is bound to cause serious disturbances in his emotional and, ultimately, in his general mental development.
3. The role of the father in the development of the child
In previous decades, the prevailing opinion was that maternal care for the formation adaptive behavior child is enough. Tenderness, kindness, selfless care for the child, shown by the father, were considered only as an imitation of female behavior and optional for the upbringing of the child. In fact, there are more similarities than differences in fatherhood and motherhood, for they are the product of an exchange of feelings with their own parents of both sexes. Proved that Active participation father in the preparation of childbirth reduces the number of complications in them, reduces the susceptibility of the newborn to stress (Dobryakov I.V.).
Research on pain during labor has shown that the presence of the baby's father, who provides special support for pain control, is not only calming and emotionally supportive, but is also accompanied by a reduction in the dose of analgesics used in epidural anesthesia and a decrease in the number of women who feel panic, emotional devastation and unbearable pain. The participation of a man in childbirth allows him to show his active fatherhood, which begins to form even during pregnancy.
From the point of view of psychology, the experiences that arise during childbirth can be called apex (Maslow A.). Since the moment of the birth of a child is perceived as a triumphant result of hard work together, most often the dominant emotions of the father are delight and admiration, despite the characteristic appearance of the baby. Often in partnership childbirth, the father is offered to cut the umbilical cord, and this is a very symbolic moment - “separating” the child from the mother in this way, he thereby determines his place in his life.
However, it cannot be unequivocally said that childbirth with a husband is the best model for organizing childbirth for all couples: the presence of some men really helps childbirth, the presence of others only slows it down (Auden M.) The decision to give birth together should only be joint, balanced and satisfying to both partners (Dick-Reed G.).
A study of young children in the presence of mother or father and without them found equally stimulating influence of both parents. The father also influences the child not only directly, but also through the mother and through the family climate, of which he is one of the creators. Some authors go further, arguing that not only parents bring up children, but the whole family has a direct influence on the development and direction of the maturation processes taking place in the child. They believe that close relatives, who make up the extended family, take part in this, just as the whole society does. The social stimuli received by the child from the people around him release reflex instinctive manifestations.
4. Family factors affecting the development of the child
Parental upbringing under certain conditions can be unfavorable when a child is brought up by one parent, foster parents, stepfather or stepmother, relatives, strangers, as well as parents with intermittent residence with them. Education in an incomplete family, in particular, becomes unfavorable when the raising parent feels unhappy and, locking himself in the family, is not able to create the necessary conditions for his child to form positive feelings and satisfaction from life (Matejczek Z.) by teachers, stepfather or stepmother, relatives.
The well-being of the family is determined not only by the characteristics of the parents, but also by the social support of those around them, with whom harmonious, trusting relationship. social isolation family can become a risk factor for the child, as it counteracts his contacts with the environment. Family separation usually occurs as a result of mental illness, personal deviations of parents or their rigid preferences, which differ sharply from those accepted in the environment. Parental overprotection, which prevents the child from maintaining relationships with other people and learning to make decisions independently, becomes an obstacle to the development of independent behavior, and contributes to infantilization. The overprotective parent makes decisions for the child, protecting him from even minor or imaginary difficulties instead of helping him overcome them. This leads the child to dependence and prevents him from forming responsibility, acquiring social experience outside the family, and isolating him from other sources of social influences. Such children have difficulties in communicating with others, they are at great risk of neurotic breakdowns and psychosomatic disorders. Inadequate parental care or mismanagement of the child's behavior, expressed in his apparent inconsistency with age needs and the environment, do not provide him with the necessary protection from falling into psychologically unfavorable situations. This type of upbringing is manifested by the fact that parents, as a rule, do not know where their child is, what their child is doing, they do not understand his needs, difficulties and dangers that lie in wait for him, and are not able to help him in a timely and effective manner.
The family provides the child with life experiences. Parents stimulate his development with the help of a variety of games, activities, visits with him to parks, museums, theaters. Conversations with the child develop his speech and thinking, broaden his horizons. Insufficient communication of the child with parents, the lack of joint games and activities not only limit the possibilities of development, but also put him on the brink of psychological risk.
Excessive constant parental pressure that does not meet the needs and needs of the child is usually aimed at preventing him from becoming who he really is or who he can be. Parental requirements may not match the gender, age, or personality of the child. Directive parenting depends either on the lifestyle of the parents, or on their inflated ambitions, not realized by themselves. Some parents, being dissatisfied with the sex of the child born, treat the boy like a girl, dressing him up and demanding inappropriate behavior, others, frustrated by the child’s failures at school, by all means achieve better performance from him. Such violence against a child, attempts to change his nature or force him to do the impossible, are extremely dangerous for his psyche.
Distorted relationships in the family due to insufficient frankness, fruitless quarrels, inability to agree among themselves to solve family problems, hiding family secrets from the child - all this makes it extremely difficult to adapt to life. There is no doubt that such an uncertain and usually stressful environment in which a child is brought up is fraught with health risks.
Mental disorders, personality disorders or disability of one of the family members pose a potential risk for a child with a psychosomatic disorder. This may be due, firstly, to the genetic transmission of increased vulnerability to the child, and, secondly, to the influence mental disorders parents for family life. Their irritability deprives the child of peace, a sense of confidence. Their fears can become a reason for limiting children's activity.
Intra-family relationships are disturbed if there are antagonistic interactions and relationships between family members, which leads to adverse consequences for the social and emotional development of the child. These conflict relationships are associated with impaired family formation, although the mechanisms through which they influence are not yet well understood. Some of the intra-family hazards directly affect the relationship of the child with family members, others create a general unfavorable family atmosphere in which the child must be brought up.
A child may be exposed to one, several or all of these hazards at the same time. It is assumed that while the modes of expression and thresholds for expressing feelings vary across cultures, the shortcomings and distortions in these areas are similar in all societies. All bilateral relationships between people depend on the behavior of each of them. Varying in degrees, disturbed intra-family relationships may arise in part as a result of reactions, attitudes or actions of the child himself. In each individual case, it is often difficult to judge his actual participation in intra-family processes. An assessment of the degree of violation of family relations should be made only on the basis of changes in the behavior of other family members, regardless of the role of the child, who, by his behavior in response to family troubles, can worsen the family psychological climate. Particular cases of violations of family relations include a lack of warmth in communication between parents and a child, disharmonious relations between parents, hostility towards a child, child abuse, sexual abuse. A clear disadvantage positive feelings in relation to the child on the part of the parent, it is usually expressed in the fact that the latter does not show emotional warmth during verbal or non-verbal communication unable to create physical comfort for him. In these cases, the parent addresses the child in a detached or insensitive tone, showing no significant interest in what he is doing, not empathizing with his difficulties, rarely encouraging and approving. Childish behavior associated with experiences is met with irritation and is usually stopped. Disharmonious relationships between adults (parents and other family members) are usually manifested by quarrels or a constant atmosphere of severe emotional tension resulting from strained relationships. As a result, the behavior of individual family members becomes uncontrollable and hostile, the atmosphere persists cruel attitude to each other. The hostility of some parents is manifested in the constant imposition of responsibility on the child for other people's misdeeds, which actually turns into mental torture. Others subject the child to systematic humiliation and insults that suppress his personality. They reward the child with negative characteristics, provoke conflicts, aggression, undeservedly punish. Cruel treatment with a child or physical torture by his parents is dangerous not only for somatic, but also for mental health. The combination of pain, somatic suffering with feelings of resentment, fear, resentment, despair and helplessness due to the fact that the closest person is unfair and cruel can lead to psychosomatic disorders.
Sexual abuse in the family does not go unnoticed for the child. In this situation, the child is defenseless against sexual abuse, his feelings of fear and resentment are exacerbated by the inevitability of what is happening, the impunity of the offender and the conflicting feelings of the offended towards him.
Many authors point to the participation of the described psychogenic and social factors in the occurrence of neuropsychic and psychosomatic disorders. But data on the degree of harmfulness of these factors and their participation in the etiology of psychosomatic disorders are insufficient.
5. Adverse factors affecting the child associated with child care facilities
The school, which constitutes the social environment in which children live for a significant part of the time, often creates for them psychological difficulties. For children, the school is the cause of four sets of problems.
The first of these is associated with entering school and arises from the transition from play to work, from family to team, from unrestricted activity to discipline. At the same time, the degree of difficulty in adapting a child to school depends on how home furnishings different from school, and to what extent the child was prepared for school.
The second is due to the need to adapt to the pressure exerted on the student by the requirements educational process. The pressure of parents, teachers, classmates is the stronger, the more developed the society and the consciousness of the need for education.
The third set of problems is the "technization" of society, which requires the complication of curricula. A difficult fate can befall a child who is poorly adapted, who has not reached functional readiness for learning, who is slowly assimilating the material, or who is somatically weakened.
The fourth one is related to the presence of an element of competition in the school, orientation to high performance learning. Lagging children are condemned, treated with hostility. Such students easily develop a self-defeat reaction and a negative self-image: they resign themselves to the role of failures, underachievers and even unloved, which prevents them from further development and increases the risk of psychosomatic disorders.
To school stressful situations you can add the lack of friendly relations or rejection by the children's team, manifested in insults, bullying, threats or coercion to one or another unsightly activity. The consequence of the child's inability to match the moods, desires and activities of their peers is an almost ongoing tension in the relationship. A serious psychotraumatization can be a change in the school team. The reason for this lies, on the one hand, in the loss of old friends, and on the other hand, in the need to adapt to the new team and new teachers. A big problem for the student is the negative (hostile, dismissive, skeptical) attitude of the teacher or the unrestrained, rude, overly affective behavior of an ill-mannered, neurotic or personality-changed teacher who is trying to cope with the children's team only "from a position of strength".
Staying in closed children's institutions - round-the-clock nurseries, orphanages, orphanages, boarding schools, hospitals or sanatoriums - is a great test for the child's psyche and body, especially in younger age. In these institutions, a constantly changing large group of people brings up, and not one or two relatives. Naturally, a small child cannot get used to such a kaleidoscope of faces, become attached, feel protected. This leads to constant anxiety, fear, anxiety.
There are certain factors that are involved in the origin of psychosomatic disorders, make the child vulnerable to psycho-emotional stress, hinder the psychological and biological protection, facilitate the occurrence and aggravate the course of somatic disorders:
- non-specific hereditary and congenital burden of somatic disorders;
- hereditary predisposition to psychosomatic disorders;
– neurodynamic shifts;
- the mental and physical state of the child during the action of psycho-traumatic events;
– background of family and other social factors;
- features of psychotraumatic events.
Conclusion
Schwalbe first used the term "dysontogeny", denoting the deviation of the intrauterine formation of body structures from the norms of development. Subsequently, the term "dysontogeny" acquired a broader meaning.
As is known, practically any more or less long-term pathological effect on the immature brain can lead to a deviation in mental development.
Its manifestations will be different depending on the etiology, localization, extent and severity of the lesion, the time of its occurrence and duration of exposure, as well as the social conditions in which the child found himself.
These factors also determine the main modality of mental dysontogenesis.
V.V. Kovalev differentiates the age levels of neuropsychic response in children in response to various hazards as follows:
1) somatovegetative (0–3 years);
2) psychomotor (4–10 years);
3) affective (7–12 years old);
4) emotional-ideational (12–16 years old).
An important point in the study of both normal and abnormal ontogenesis is the highlighted L.S. Vygotsky the relationship of two lines of development: biological and socio-psychological. Violations of the biological line of development create obstacles for socio-psychological development - the assimilation of knowledge and skills, the formation of the child's personality.
A number of psychological parameters were identified that determine the nature of mental dysontogenesis. The first parameter is related to the functional localization of the disorder. The second parameter of dysontogenesis is related to the time of the lesion. The nature of the developmental deviation will be different depending on when the damage to the nervous system occurred. The earlier the defeat occurred, the more likely the phenomenon of underdevelopment. (L.S. Vygotsky) The third parameter of dysontogenesis Characterizes the relationship between the primary and secondary defect.
The primary defect may have the character of underdevelopment or damage. Secondary defect, according to L.S. Vygotsky, is the main object in the psychological study and correction of abnormal development. Depending on the location of the primary defect, the direction of secondary underdevelopment can be "bottom up" or "top down". L.S. Vygotsky considered the main coordinate of secondary underdevelopment to be the “bottom-up” direction – from elementary functions to more complex ones.
The most important factor the occurrence of secondary developmental disorders is a factor of social deprivation.
Psychological and pedagogical correction of difficulties not carried out in a timely manner leads to pronounced secondary microsocial and pedagogical neglect, a number of disorders in emotional and personal sphere associated with a constant feeling of failure (low self-esteem, level of aspirations, the emergence of autistic features, etc.).
The need for the earliest correction of secondary disorders is due to the peculiarities of the very mental development of childhood. Missed deadlines in education and upbringing are not automatically compensated at an older age, and the gaps that have arisen require more complex and special efforts to overcome it.
G.E. Sukhareva, from the standpoint of the pathogenesis of personality development disorders, distinguishes three types of mental dysontogenesis: delayed, damaged and distorted development.
V.V. Lebedinsky mental dysontogenesis presents the following options: underdevelopment, delayed development, damaged development, deficient development, distorted development, disharmonious development.
Underdevelopment - the extensiveness of the lesion associated with genetic malformations, diffuse damage to the immature brain with a number of intrauterine, birth and early postnatal effects, determines the primacy and totality of the underdevelopment of brain systems.
Delayed development is characterized by a slowdown in the rate of formation of cognitive and emotional spheres with their temporary fixation at earlier age stages. Mental retardation can be caused by genetic factors, somatogenic, psychogenic, as well as cerebro-organic insufficiency, more often of a residual nature (infections, intoxications, intrauterine, natal and early postnatal brain injuries).
Damaged development. Etiology: hereditary diseases; intrauterine, natal and postnatal infections; intoxication and CNS injury.
Deficient development - severe impairment of vision, hearing, speech, etc.
Distorted Development more often characteristic of a number of procedural hereditary diseases.
Disharmonious development is characterized by congenital or acquired persistent disproportionality of the psyche, mainly in the emotional-volitional sphere.
Analysis of the history of the development of the child, determining the type of mental dysontogenesis are important for solving the following questions:
– choice of methods of psychological and pedagogical correction;
- prevention of a number of secondary disorders, based on the use of preserved, and sometimes accelerated in its development, functions;
- determining the prognosis of the child's further mental development.
Literature
1. Antropov Yu.F., Shevchenko Yu.S. Psychosomatic disorders and pathological habitual actions in children / Psychotherapy M., 2000.
2. Dyachenko O.M., Lavrent'eva T.V. Mental development of a preschooler M., Pedagogy 1984.
3. Isaev D.N. emotional stress, psychosomatic and somatopsychic disorders in children. St. Petersburg: Speech, 2005.
4. Langmeyer J., Mateychek Z. Psychic deprivation in childhood. Prague, 1984.
5. Lebedinsky V.V. Violation of mental development in children. Uch. allowance, M., 1985.
6. Multivolume guide to obstetrics and gynecology. Volume 2–4 M., medical, 1963.
7. Medicine for you Volodina V.N. Encyclopedia of pregnancy. Series, R. on D. 2004.
8. Women's reproductive health. Scientific and practical journal №1–2, 2006.
9. Emotional disorders in childhood and their correction / ed. V.V. Lebedinsky, M., 1990.
To become a man, one biological heredity is not enough. This statement is sufficiently convincingly supported by well-known cases when human cubs grew up among animals. At the same time, they did not become people in the generally accepted sense, even if they ended up in human society.
The transformation of a biological individual into a social subject occurs in the process of socialization of a person, his integration into society, into Various types social groups and structures through the assimilation of values, attitudes, social norms, patterns of behavior, on the basis of which the socially significant qualities of the individual are formed.
Socialization - a continuous and multifaceted process that continues throughout a person's life. However, it proceeds most intensively in childhood and adolescence, when all the basic value orientations, the basic social norms and relations are assimilated, the motivation of social behavior is formed. If you figuratively imagine this process as building a house, then it is in childhood that the foundation is laid and the entire building is erected; in the future, only finishing work is carried out, which can last a lifetime.
The process of socialization of the child, his formation and development, becoming as a person takes place in interaction with the environment, which has a decisive influence on this process through a variety of social factors.
There are macro-, meso- and micro-factors of personality socialization. The socialization of a person is influenced by world, planetary processes - environmental, demographic, economic, socio-political, as well as the country, society, the state as a whole, which are considered as macro factors socialization.
To mesofactors include the formation of ethnic attitudes; the influence of regional conditions in which the child lives and develops; settlement type; mass media, etc.
To microfactors include the family, educational institutions, peer groups, which constitute the immediate space and social environment in which the child is located and in direct contact with which he comes into contact. This immediate environment in which the development of the child takes place is called society, or micro-society.
If we represent these factors in the form of concentric circles, then the picture will look like it is shown in the diagram:
Rice. 5.1. Factors of personality socialization
The child is at the center of the spheres, and all the spheres influence him. As noted above, this influence on the process of socialization of the child can be purposeful, deliberate (as, for example, the influence of socialization institutions: family, education, religion, etc.); however, many factors have a spontaneous, spontaneous effect on the development of the child. In addition, both targeted influence and spontaneous impact can be both positive and negative, negative.
The child masters society gradually. If at birth a child develops mainly in the family, then in the future he masters more and more new environments: a preschool institution, then a school, out-of-school institutions, groups of friends, discos, etc. With age, the “territory” of the social environment mastered by the child expanding more and more. If this is visually depicted in the form of another diagram, then it is clear that, mastering more and more environments, the child seeks to occupy the entire “circle area” - to master the entire society potentially accessible to him.
At the same time, the child, as it were, constantly seeks and finds the environment that is most comfortable for him, where the child is better understood, treated with respect, etc. Therefore, he can “migrate” from one environment to another.
For the process of socialization, it is important what attitudes are formed by this or that environment in which the child is located, what kind of social experience he can accumulate in this environment - positive or negative.
The environment is the object of research by representatives of various sciences - sociologists, psychologists, teachers who are trying to find out the creative potential of the environment and its influence on the formation and development of the child's personality.
Scientific studies of the environment of the 80s - 90s contributed to the separation of social pedagogy into an independent scientific field, for which this problem also became an object of attention and in the study of which it finds its own facets, its own aspect of consideration.
Conditions, occupations of a small child are considered by supporters of the theory of recapitulation as echoes of bygone centuries. A child digs a hole in a heap of sand - he is attracted to the cave just like his distant ancestor. He wakes up in fear at night - it means that he felt himself in a primeval forest full of dangers. The development of children's drawing is also seen as a reflection of the stages that the fine arts went through in the history of mankind.
An opposite approach to the development of the child's psyche is observed in the sociological direction, the origins of which lie in the ideas of the philosopher of the 17th century. John Locke (1632-1704), who believed that a child is born with a soul pure as a white board (tabula rasa). On this board, the educator can write anything, and the child, not burdened by heredity, will grow up the way others want to see him.
Ideas about the unlimited possibilities of shaping the personality of a child have become quite widespread. These ideas were in tune with the ideology that prevailed in our country until the mid-1980s, so they can be found in many pedagogical and psychological works those years.
What is meant by development factors at the present time (Figure 1)?
Figure 1. Factors in the formation of a child's personality
biological factor primarily includes heredity. There is no consensus on what exactly in the human psyche is genetically determined. Hereditary factors include features of the physiology of higher nervous activity that determine the temperament of a person and anatomical and physiological features - inclinations that facilitate the development of abilities. At different people The central nervous system functions differently. A strong and mobile nervous system, with a predominance of excitation processes, gives a choleric, “explosive” temperament, with a balance in the processes of excitation and inhibition - sanguine. A person with a strong, inactive nervous system, with a predominance of inhibition, is a phlegmatic person, characterized by slowness and a less vivid expression of emotions. The melancholic, who has a weak nervous system, is especially vulnerable and sensitive. Trying to extinguish the affective outbursts of the choleric or encouraging the phlegmatic to complete educational tasks a little faster, adults must at the same time constantly take into account their characteristics, not demand excessive and appreciate the best that each temperament brings.
Hereditary inclinations give originality to the process of development of abilities, facilitating or hindering it. The development of abilities depends not only on the inclinations. If a child with perfect pitch does not regularly play musical instrument, he will not achieve success in the performing arts, and his special abilities will not develop. If a student who “grabs everything on the fly” during a lesson does not study conscientiously at home, he will not become an excellent student, despite his data, and his general ability to assimilate knowledge will not be developed. Skills develop through activity. In general, the child's own activity is so important that some psychologists consider activity the third factor in mental development.
The biological factor, in addition to heredity, includes the features of the course of the prenatal period of a child's life. The illness of the mother, the medications she was taking at this time, can cause a delay in the mental development of the child or other abnormalities. The birth process itself also affects the subsequent development, so it is necessary that the child avoids birth trauma and takes the first breath in time.
social factor is a broad concept. This is the society in which the child grows up, its cultural traditions, the prevailing ideology, the level of development of science and art, the main religious movements - the macro environment. The system of upbringing and education of children adopted in it depends on the characteristics of the social and cultural development of society, starting with public and private educational institutions (children's schools, art houses, etc.) and ending with the specifics of family education. The social factor is also the immediate social environment that directly affects the development of the child's psyche: parents and other family members, later kindergarten teachers and school teachers (sometimes friends or a priest) - the microenvironment. It should be noted that with age, the social environment expands: from the end of preschool childhood, peers begin to influence the development of the child, and in adolescence and senior school age, some social groups (mass media, sermons in religious communities, etc.) can significantly influence .
Natural geographic environment affects mental development indirectly - through the traditional types of labor activity and culture in a given natural zone, which determine the system of raising children. In the Far North, wandering with reindeer herders, a child will develop somewhat differently than a resident of an industrial city in the center of Europe.
The American psychologist Uri Bronfenbrenner proposed a model of ecological systems, according to which a growing individual actively restructures his multi-level living environment and at the same time himself is affected by the elements of this environment and the relationships between them, as well as by the wider environment. According to W. Bronfenbrenner, the ecological environment of a child's development consists of four nested systems, which are usually depicted as concentric rings. He calls these systems microsystem, mesosystem, exosystem and macrosystem (Figure 2).
microsystem, or the first level of the model, has to do with the occupations, roles, and interactions of the individual and his immediate environment, such as the family, Kindergarten or school. For example, the development of a child in a family can be supported by the mother's sensitivity to her daughter's first steps towards independence. In turn, the child's display of independence may encourage the mother to look for new ways to support the development of such behavior.
microsystem- this is the level of the living environment most often studied by psychologists.
Mesosystem, or the second level, is formed by the interconnections of two or more microsystems. Thus, formal and informal ties between the family and the school or the family, the school and the peer group have a significant impact on development. For example, constant communication between parents and teachers can have a positive impact on a child's success in school. Similarly, the attentive attitude of teachers to this child is likely to have a beneficial effect on his interactions with family members.
Exosystem, or third level, refers to those levels of the social environment or public structures which, being outside the sphere of direct experience of the individual, nevertheless influence him. A number of examples could be given, starting with the formal social environment, such as where parents work, local health departments, or living conditions, and ending with such informal surroundings as the extended family of the child or friends of his parents. For example, a mother's firm may allow her to work from home several days a week. This will allow the mother to spend more time with the child, which will indirectly affect his development. At the same time, the opportunity to give the child more attention relieve stress from the mother and thereby increase the productivity of her work.
Figure 2. Four environmental levels included in the model
ecological systems proposed by W. Bronfenbrenner
as a model for child development
macrosystem, or external level, is not related to a specific environment, but includes the life values, laws and traditions of the culture in which the individual lives. For example, the rules that allow children with developmental delays to attend mainstream classes in a regular school are likely to have a significant impact on the educational level and social development of both children with developmental disabilities and healthy children. In turn, the success or failure of this pedagogical experiment may help or, conversely, hinder further attempts by the administration to unite these two groups of children.
Although interventions that support and stimulate the course of development can be carried out at all four levels of the model, U. Bronfenbrenner believes that they play the most significant role at the level of the macrosystem. This is because the macrosystem has the ability to influence all other levels. For example, the government program for the development of a network of preschool institutions, launched in the mid-1960s. (Head Start) has had a huge impact on the growth of the educational level and social development of many generations of American children.
Outside the influence of the social environment, the child cannot become a full-fledged personality. There are cases when children were found in the forests, lost very young and raised among animals.
So, at the beginning of the 20th century, the Indian psychologist Reed Singh received the news that two mysterious creatures were seen near one village, similar to people, but moving on all fours. One day, Singh and a group of hunters hid at a wolf hole and saw a she-wolf leading her cubs for a walk, among which were two girls - one about eight, the other one and a half years old. Singh took the girls with him and tried to raise them. They ran on all fours, got scared and tried to hide from people, snarled, howled like wolves at night. The youngest, Amala, died a year later. The eldest - Kamala - lived until the age of seventeen. For nine years, they managed, basically, to wean her from wolf habits, but still, when she was in a hurry, she fell on all fours. Kamala, in fact, never mastered her speech (with great difficulty she learned to use only 40 words correctly). It turns out that the human psyche does not arise even without human conditions of life.
According to numerous studies by ethnologists and psychologists, the biological and social in human development are so firmly reunited that it is possible to separate these two lines only theoretically. The specificity of child development lies in the fact that it is subject to the action of socio-historical, and not biological, as in animals, laws. The child goes through a natural process of development on the basis of certain prerequisites created by the previous development of his ancestors over many generations. A person does not have innate forms of behavior in the environment. Its development occurs through the appropriation of historically developed forms and methods of activity. biological type development occurs in the process of adaptation to nature through the inheritance of the properties of the species and through individual experience.
Modern ideas about the relationship between the biological and the social, adopted in domestic psychology, are mainly based on the provisions of L.S. Vygotsky (1896-1934).
L.S. Vygotsky in his work "The Development of Higher Mental Functions" emphasized the unity of hereditary and social factors in the process of development. Heredity is present in the development of all the child's mental functions, but it seems to have a different proportion. Elementary Functions(starting with sensations and perception) are more hereditarily conditioned than higher ones (arbitrary memory, logical thinking, speech). Higher functions are a product of the cultural and historical development of man, and hereditary inclinations here play the role of prerequisites. The more complex the function longer way its ontogenetic development, the less influence of heredity affects it. At the same time, the environment always “participates” in development. Never any sign of child development, including basic mental functions, is purely hereditary.
Each trait, developing, acquires something that was not in the hereditary inclinations, and thanks to this, the specific weight of hereditary influences is either strengthened, or weakened, and relegated to the background. The role of each factor in the development of the same trait is different at different age stages. For example, in the development of speech, the importance of hereditary prerequisites decreases early and sharply, and the child's speech develops under the direct influence of the social environment, while in the development of psychosexuality the role of hereditary factors increases in adolescence. At each stage of development, in relation to each sign of development, it is necessary to establish a specific combination of biological and social moments, to study its dynamics.
Both types of mental development, which are isolated in phylogenesis, are undoubtedly represented in human ontogenesis: biological and historical (cultural) development; both of these processes have their counterparts.
“The growth of a normal child into civilization usually represents a single fusion with the processes of its organic maturation. Both plans of development - natural and cultural - coincide and merge with one another. Both series of changes interpenetrate one another and form, in essence, a single series of socio-biological formation of the child's personality. To the extent that organic development takes place in a cultural environment, to the extent that it turns into a historically conditioned biological process. On the other hand, cultural development acquires a completely original and incomparable character, since it takes place simultaneously and merged with organic maturation, since its carrier is the growing, changing, maturing organism of the child, ”wrote L.S. Vygotsky.
Maturation- the process of development, which consists in pre-programmed changes in growth in accordance with the genetic plan. The idea of maturation underlies the allocation in the ontogenetic development of the child of special periods of increased response - sensitive periods- periods of greatest sensitivity to certain kinds of influences. So, for example, the sensitive period of speech development is from one to three years, and if this stage is missed, it is practically impossible to compensate for losses in the future, as shown above. Adults should take into account what is easiest for a child to learn at a particular age: ethical ideas and norms - in preschool, the beginning of science - in primary school, etc.
