Socialization of an individual is a person’s mastery of basic social norms, values, culture, standards of relationship models in the society to which the individual belongs. It consists of accepting and mastering the values, morals, norms of behavior, and knowledge prevailing in society. Socialization contains agents and institutions that specialize in the processes of introducing an individual to society.
Socialization is divided
:
- Primary – mastery of a basic set of values and behavior patterns in society by a child;
- Secondary – mastery of a new value-normative basis by an adult individual.
Socialization factors
By scale, factors are divided (A.V. Mudrik) into:
- megafactors;
- macro factors;
- mesofactors;
- microfactors.
Megafactors
These are global factors that influence any person: space, Earth, humanity.
Space is considered as a kind of spatially ordered structure of the Universe, which includes all space and all material objects and forms of energy in it. Man is part of the Universe. Humanity has already gone beyond the boundaries of planet Earth, and, although it is only taking its first steps, it has the prospect of becoming a transformative force on the scale of the Solar System, the Galaxy and the Universe as a whole. In this regard, understanding one’s place in the universe and taking responsibility for human actions on a global scale influence the formation of the individual and his actions in society.
Planet Earth is the homeland of our civilization. The vast majority of people, with the exception of a few, spend their entire lives on Earth. In this regard, the physical and biological living conditions dictate a person’s part of his needs: the need for clothing, shelter, food supplies. And these needs already dictate the very need for social interactions, both as a method of more effective activity than individual activity, and as well as the forms of these interactions.
Society as a whole, humanity, in the words of V.I. Vernadsky, has long been a geological force transforming the appearance of the planet. In this regard, the individual person begins to be influenced by the consequences of such a transformation, primarily in the form of the technosphere. Humanity exerts a global influence on its internal processes, although this influence today is predominantly unsystematic.
Macro factors
This is a state, country, society (in the sense of a specific cultural and economically determined community).
Country as a basically geographical concept defines, to a first approximation, the territory that a person considers as “his own,” building his relations on the basis of territorial affiliation. Natural and climatic features influence human behavior both directly (through temperature, available crops for cultivation and nutrition) and indirectly (through transport accessibility, economic prospects for activity, etc.).
The state is a political concept. A person acts as an object and subject of civil rights, masters forms of legal interaction with other people. A citizen has a number of fixed obligations to the state, and vice versa, the state has a number of obligations to each citizen.
Society is a direct participant in the socialization of a person as a source of norms, rules, and guidelines. As a subject authorizing and evaluating various forms of behavior, and as an object of redistribution of resources and information regarding an individual and social groups of various sizes. Each society has a specific set of culturally and historically determined norms; in this regard, the circumstance arises that when moving to a new society, an individual may experience the need for new socialization. Society has a structure of strata (sometimes castes, as in India), belonging to which leaves its mark on the norms of behavior with others, the volume and structure of knowledge necessary for assimilation, value attitudes, etc.
Mesofactors
This is an ethnic group, a region, a type of settlement, and means of communication (including mass).
Ethnicity as a national-cultural community is the bearer of traditional values, a genetically determined appearance accepted as the norm, and, most importantly, language as the basis of thinking and the basis for interaction with culture. Here ideas about beauty, consumption standards, housing features, methods of self-realization, etc. are formed. That is, a person acquires concepts about vital needs and the nature of satisfying these needs on the basis of social interaction and acquired mental values. The spiritual makeup of an ethnic group largely determines the main status of a person before the start of professional activity.
The region of residence can be described as a “small homeland”, i.e. This is the part of the planet where the first years of a person’s life pass, which he perceives as directly his territory. It is known, for example, that people who frequently move at the age of 10-15 years do not have an image of their homeland in their psyche and do not acquire it in the future. The region of residence provides specific life examples of the interaction of large groups of people, their influence on nature, and contributes to the formation of human interaction with specific phenomena of living and inanimate nature.
The type of settlement mainly influences the formation of the nature of interaction with living and inanimate nature, and the technosphere. It influences the availability of medical, educational and other needs and related services, local mobility, and the frequency and strength of social contacts and connections. Socialization in cities takes place with a huge concentration of the population, people live literally on top of each other (multi-story buildings), the nature of social interactions is highly anonymous, contacts are frequent and massive, the requirements for compliance with hostel standards are of increased rigidity. In this regard, the scale of criminalization of society and opportunities for criminal socialization are growing. The larger the city, the more clearly these features appear. In rural areas, population density is significantly lower. The frequency of social interactions is several times lower and acquires greater value, personal significance and depth than in the city.
Mass communication media (MSC) are technical means (print, radio, cinema, television) that disseminate information to quantitatively large, dispersed audiences. They implement a mechanism for individual and group selection, evaluation and interpretation of reported information. When considering social media as a mesofactor of socialization, one must keep in mind that the direct object of influence of the flow of their messages is not an individual, but the consciousness and behavior of large social groups, i.e. mass consciousness and behavior.
Microfactors of socialization include school, family, peer group, etc.
During training, the student becomes familiar with various facets of the culture accumulated by humanity, gaining knowledge about the outside world. And a huge layer - the inner world of a person - remains virtually outside the boundaries of school curricula.
Modern school teaches us to exist in the world of knowledge, skills, abilities, and not to live among people. Interaction with wildlife, especially in urban schools, is developing poorly.
The parental family is crucial in the formation of the emotional world, self-awareness and moral foundations of the individual in the first years of life. If this is not done or done poorly, it is extremely difficult to make up for the loss. Later, especially in adolescence, parental attention noticeably weakens, giving way to other factors - school, peers, etc.
The need to communicate with peers exists at any age. Already a six-month-old child responds with crying to the crying of his peer. At one and a half years old, children can smile at each other and exchange toys. For older preschoolers, communication is simply necessary. A child deprived of such communication loses in his communicative development.
Although children learn language mainly from adults, some intuitive and communicative abilities are formed only in communication with peers.
Activity-competence approach
The modern school gives preference to the activity-competence approach. The student is assigned the role of the main character, while the teacher is associated with the key figure. When assessing the education received at this stage, social results are taken into account.
Rubinshtein S.L. did not equate development, education and training. He was convinced that the development of a child occurs through the process of learning and upbringing. Moreover, the psychologist perceived training and upbringing as auxiliary elements of the child’s development process. There was no talk at all about taking them outside of this process. The manifestation and formation of character traits, personal mental properties and inherent abilities of children are possible exclusively within the framework of the children’s activities. This feature prompted scientists to think about the need to formulate a separate psychological thesis, according to which schoolchildren need a specific organization of the educational process. The activities carried out by children within this process were designated as educational.
Society needs people who meet certain criteria. The latter are clearly articulated cultural, ethical, social and religious ideals characteristic of a social community or group. The inherent features of ideals are determined by belonging to a specific political and social system, cultural and socio-economic development, and traditions that have developed over centuries.
The main goal of socialization is the formation of a person in accordance with the requirements put forward by society. Every individual who is a member of society must meet criteria acceptable to society. This is the main task of socialization, the successful implementation of which is impossible without compiling a list of socially significant and, to some extent, mandatory qualities inherent in the majority of citizens living in the territory of the state. These qualities can be used to assess schoolchildren in terms of readiness for life in society and determine the level of their social development.
Mechanisms of socialization
The mechanisms of socialization include: socio-psychological and socio-pedagogical.
The first group includes : imprinting, copying, reflection, existence.
Imprinting is the creation of attachments to what is seen for the first time; in the future, a person experiences the joy of recognition and emotional attachment. Copying behavior is adopting behavioral norms directly from the people around you. Reflection is the creation of a system of behavior based on internal logical reasoning. Existence is the acquisition of skills, including language, under the influence of the immediate environment.
The second group includes : traditional, institutional, interpersonal, stylized.
In the traditional mechanism, the individual’s environment does not make any specific efforts for socialization and socialization occurs spontaneously. Institutional is socialization in kindergartens, schools and other public institutions of socialization. The interpersonal mechanism works in conditions of emotional closeness, when an individual’s behavior is influenced by an emotionally significant subject and this influence is purposeful. The stylized mechanism is the influence of the subculture in which the individual is included.
Bibliography:
1. Andreeva G.M. Social psychology: Textbook, 2003.
2. Socialization of the individual in society [Electronic resource]. / Access mode: https://www.grandars.ru/college/sociologiya/socializaciya-lichnosti.html
3. Stages and mechanisms of socialization [Electronic resource]. / Access mode: https://www.grandars.ru/college/sociologiya/mehanizmy-socializacii.html
4.Structure of personality orientation [Electronic resource]. / Access mode: https://studopedia.net/10_49037_struktura-napravlennosti-lichnosti.html
5. Socialization of the individual. Stages of personality socialization [Electronic resource]. / Access mode: https://www.edu-psycho.ru/socializaciya-lichnosti.html
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