It refers to the process in which individuals learn certain forms of interaction with the surrounding social environment, internalize, i.e. deeply assimilate these forms, including them in their personality, and become members of various social groups, acquiring a specific status in them. Thus, socialization is both a process of learning the skills of social interaction and a process of cultural adaptation and internalization. In its content, the term "socialization" is interdisciplinary and is used in such different areas of knowledge as cultural anthropology, psychoanalysis, interactionist psychology.
Most modern sociologists view socialization as a process of interaction between individuals who develop their own strategies in society and systems of norms and values accepted by society; for example, socialization is “a process in which a person perceives and assimilates the sociocultural elements of his environment, integrates them into the structure of his personality under the influence of significant social factors, and thus adapts to the social environment in which he has to live” (G. Roche) . Socialization allows an individual to acquire the baggage of knowledge necessary for him to function effectively in the society that brought him up. In particular, for this purpose, an individual must learn certain rules of behavior adopted in his social group, learn household skills and food preferences adopted in it, and adapt to life in a certain climatic zone that makes up the geographical environment of his group. To feel comfortable among the members of his group, the individual must organically learn the totality of the norms, values, symbols, behaviors, traditions and ideologies inherent in this group. In addition, in the process of socialization, the individual acquires social self-identification - the ability to show members of his own and other groups that he shares the values, traditions and behavioral models of his group and does not share strangers.
Like the process of self-identification, socialization practically knows no end, continuing throughout the life of the individual. The period of the most intensive socialization is childhood, but even in adulthood, the individual is forced to adapt to changing social values - when moving from one social environment to another (change of status, marriage, change of village residence to urban and vice versa, forced change of job, accompanied by a change of circle communication, etc.), to new roles (marriage, having children, holding positions, etc.). Therefore, they distinguish two types of socialization:
- primary, which the individual is exposed to in childhood, becoming a member of society;
- secondary, meaning any subsequent process by which an already socialized individual is integrated into new sectors of society.
Socialization is carried out in the process of verbal or non-verbal communication with other people.
In this regard, let us recall the story of Victor, the little savage who became famous thanks to the film of François Truffaut. At the end of the XIX century. in the south of France, hunters found a 12-year-old boy who lived alone in the forest. When he was discovered, he behaved like a small animal: he ran on all fours, had very sharp hearing and vision, could not speak, but only made inarticulate sounds. Experts considered him mentally retarded. The young doctor Itard did not agree with this diagnosis and decided to take care of the boy himself. He named him Victor and set himself the goal of educating him and turning him into a full-fledged person, able to live in society and communicate. Despite his best efforts, after five years, Itard was forced to admit that he had failed. Of course, Victor mastered the basics of the language, but did not learn how to conduct himself as a member of society. At every opportunity, he returned to his former habits, which somehow helped him survive in the forest. He liked to eat with his hands, hated wearing clothes, and preferred to move around on all fours. In short, Victor was accustomed to the life of the VLSSU and adapted to it.
The lives of other children like Victor, "wolf children", "gazelle children" or little Tarzan, who was found in the forests of El Salvador at the age of five, were less tragic.
The earlier such children are placed under guardianship, the more likely they are to be retrained and introduced to this society. It follows from this that the role of primary socialization is very great and its absence at the appropriate age cannot, or almost cannot, be compensated later.
The process of socialization has been interpreted by sociologists of the past and present in different ways, according to their approach to society as a whole.
Representatives of social determinism, who see the individual as a passive being under the pressure of the social environment, such as E. Durkheim, consider socialization as the result of such pressure, reflecting the primacy of society over the individual. J. Lafontaine shows that such an understanding is partly related to the structural functionalism of T. Parsons, since he focuses on the functional significance of the stability of social values transmitted from generation to generation.
Proponents of interactionism see the individual as an equal participant in social interaction, who can adapt events to his own goals, and not only adapt himself to unchanging social values. In this understanding, the individual, if necessary, can solve his problems by changing some of the norms and values already learned by him. In sociology, J. Mead and A. Percheron became representatives of this approach.
The forms of learning in which the process of socialization is carried out are diverse, but they are always involved in a complex. Let's characterize them in order.
Reinforcement learning- one of the methods consciously used by adults to accustom a child to socially approved behavior. Consolidation is carried out through the directed application of a system of rewards and punishments to show the child which behavior the caregivers approve and which they condemn. So the child learns to observe the elementary rules of hygiene accepted in society, the requirements of etiquette, etc.
Learning by forming a conditioned reflex, when some elements of everyday behavior become so habitual that a person forms strong associative connections - conditioned reflexes. The formation of conditioned reflexes is one of the channels of socialization. In a well-bred member of modern society, there is, in particular, a conditioned reflex associated with washing hands before eating. If he sits at the table without washing his hands, he will feel some discomfort and perhaps even a decrease in appetite. The conditioned reflex is also involved in the formation of food preferences typical for a given society. For example, we are disgusted at the thought that we can eat the meat of snakes, lizards, frogs, live worms, etc., but in some societies all this is a habitual diet, and some are even a delicacy. Our writing preferences are also not absolute, although they seem familiar and natural to us.
Learning Through Observation is of great importance in the process of socialization. The child learns to behave in society by observing how elders behave and trying to imitate them. Imitation of the behavior of adults is the content of many games of young children: children play what they see, bringing into it an element of their individual fantasy. If you look closely at the course of the game, you can understand a lot of the real life of the families to which these children belong: the occupation of the parents, their attitude to work and life in general, their relationship with each other, the division of labor adopted in this family, etc. . However, the well-known social psychologist A. Bandura emphasizes that observing the world of adults does not always make a child want to imitate. The child chooses a role model quite independently. This may not be one of the parents, but simply a significant adult, whom the child wants to be like, who makes him feel sympathy and desire to identify with him.
Learning through role-playing social interaction, which, according to the theory of interactionism, occurs during the game. The most prominent representative of this theory, J. Mead, believes that the social norms and rules of behavior are acquired by the child in the process of interaction with other people and through games, especially role-playing games (in the doctor and the patient, in the "daughter-mother", in school, in firefighters, in war ). Such games, in which each child is assigned a strictly defined role from the adult world, reflect organized social interaction. By playing role-playing games, the child realizes the results of his observations and his first experience of social interaction (for example, visiting a doctor, contacts with parents and caregivers in the role of a child, classes in kindergarten or school). Game imitation of social interaction implicitly contains social norms to be assimilated and teaches the child to follow them. A similar role is played by playing good and evil characters in fairy tales and films, during which the child learns which actions society approves of as “good, kind”, and which ones it condemns, which actions are expected from “good” and which from “evil”. In this way, the child gradually internalizes a generalized image of the "other" - a society organized in accordance with certain values and goals. "Good" and "evil" are generalized meaningful symbols of social values that aid in the symbolic internalization of social norms.
Habit
In the process of learning, a person is formed, as it were, a “second nature”, to designate which the French sociologist P. Bourdieu introduced the concept of “habitus”.
Habitus - it is a set of cultural heritage, deeply assimilated by the individual and directing his behavior even without the participation of his consciousness. Habitus can also be defined as a systemic way of being, so integral to a given individual that it seems innate and natural. It is thanks to the habitus in each of us that we not only behave as the society around us requires, but also receive deep personal satisfaction from such our own behavior, respect ourselves for it and experience emotional hostility to people who behave differently. For example, the fact that in industrial societies millions of people in large cities get up at about the same time to go to work, although no one outside forces them to do so, is a manifestation of habitus. Habitus is the internal social order.
There are three types of habitus.
The first type of habitus- cultural, or national, habitus. According to N. Elias, the cultural habitus characterizes the collective national identity and determines the cultural differences between peoples. A person encounters the deeply rooted national traits of other people when he has to leave his homeland and integrate into a foreign culture. An emigrant is perceived not only as a foreigner, but also as a representative of a certain social group with a different habitus.
The second type of habitus- class habit. By birth, any person necessarily belongs to a particular one. Each class transmits to its members what Bourdieu calls cultural capital, the established system of education and upbringing. Each class or social stratum has its own cultural "gentleman's set", the presence of which the class requires from any of its representatives. For example, Russian noblewomen were required to be able to speak French, play the piano and dance dances accepted at balls. Today's upper-class young people in Western countries tend to be educated in good universities, choosing them in accordance with family tradition, they know how to play golf, play prestigious and expensive sports, relax in expensive and socially prestigious resorts in their circle. . The objectified form of cultural capital is diplomas, length of study at the best universities, awards, promotions, etc. The internalized form of cultural capital is what always remains with a person, characterizing him as a member of a certain social stratum, class, group, etc. - the level of development of intellectual abilities, knowledge, type of thinking, vocabulary and manner of speaking, aesthetic taste, style of communication and behavior. It is impossible to imagine a high-society lion who would not be able to sign, spoke in thieves' jargon and dressed vulgarly.
People with the same habitus do not need to agree on common patterns of behavior. This is due to the fact that they are guided by the same habitus, a kind of "internal compass". As A. Acardo emphasizes, "each person, obeying his "inner taste" when implementing an individual plan, unconsciously coordinates his actions with the actions of thousands of other people who think, feel and choose like him." "Inner taste" is habitus.
The third type of habitus- gender habitus - corresponds to the gender roles and behaviors that society associates with each of the sexes. The formation of the gender habitus is carried out through observation and imitation. Usually the child identifies with the parent of the same sex and imitates his behavior. If the children in the family are of different sexes, then proper upbringing involves emphasizing the gender differences between them - buying different toys, assigning different housework. This contributes to the formation of stereotypical ideas about gender roles in children. Such stereotypes can be defined as rigid and simplistic, almost exaggerated. These are “ready-made models” of thinking and behavior, according to K. Bouchard.
When considering the problem of socialization as a whole, two questions arise concerning the content of the concept itself:
- What idea of the process of socialization can be considered the most adequate?
- What role do the results of socialization play in explaining social phenomena in general?
The first question is very important. There is a tendency in sociology, sometimes called sociologism, to view the process of socialization as a kind of training in which the child is forced to learn norms, values, knowledge and skills. All this together constitutes something like a program for more or less mechanical execution. Such an understanding is presented in most of the works devoted to socialization, and is based on the idea of a mechanical causal connection connecting the internalization of values and the social behavior of individuals.
Interaction paradigm in this respect is opposed to the paradigm of social determinism. For example, J. Piaget, studying the formation of moral judgments in children, noted the connection of this process with the quantity and quality of social interaction in each child. Since in young children the circle of social interaction is limited by their parents, they received education, although they understand that their own interests are opposed to the interests of the exploiters.
Within the framework of the interaction paradigm, it is easy to take into account the degree of inherentization of normative values by individuals. Separate deep structures of the personality are not amenable to change in the course of socialization. But everyone has experienced for himself that some attitudes and norms are completely reversible, i.e. are easily removed. New life situations lead to a change and correction of attitudes obtained in the process of previous socialization. The French sociologist P. Boudon gives the following example. Children from families where the father did not pay proper attention to them or was absent showed a higher degree of cynicism in the surveys. However, this element of their personality, largely irreversible, often changed in later life situations, taking the form of high adaptability, which allowed many of these children to make a quick and effective social career. Keniston's research paints the opposite situation, where children brought up in prosperous and respectable families demonstrated the highest degree of conformity to the values of their environment. These examples show that various degrees of internalization of social values are possible, from very deep to superficial.
The interaction paradigm also makes it possible to distinguish internalized elements depending on the force of coercion: for example, some norms allow free and even dual understanding, while others require unambiguous understanding and submission.
In general, the interaction paradigm makes it possible to theoretically analyze the process of socialization in all its complexity, and allows eliminating a significant number of contradictions, controversial issues and inconsistencies that arise when trying to consider socialization in the paradigm of determinism.
To the question of what role the results of socialization play in explaining social phenomena, it is almost impossible to give an exact answer due to its generality. However, it is easy to see that sociology often exaggerates the importance and weight of socialization as a determinant of human behavior. Most often, Boudon emphasizes, having discovered a dysfunctional phenomenon, sociology tries to explain it primarily by the action of socialization. How else to explain the "resistance" of the actor to changes that would be in his interests, if not by the fact that this socialization prevents him from deviating from previously learned norms? How to explain the "dysfunctional" behavior of poor families in the countries of the East in relation to childbearing, if not by the fact that such behavior is instilled in them by socialization? But it is easy to show, according to Boudon, that in such cases the explanation with the involvement of socialization looks rather controversial. So, "resistance to change" is explained not only and not so much by socialization, but also by the fact that adaptation to the new can be hampered by some objective reasons unknown to the observer. Indian peasants maintain the tradition of large families in cases where the structure of the economic environment in which they live is such that it allows them to remain at a level of consumption that guarantees survival.
Uncertainty in research related to the phenomenon of socialization often leads to what is sometimes called the "over-socialized image of a person." In fact, the results of socialization constitute only one of many parameters of human behavior.
Implementation of the socialization process
Implementation of the socialization process occurs on the basis of four hierarchically arranged structures. The influence of these structures is superimposed on each other.
The first structure is a microsystem in which the individual is directly involved: family, kindergarten, school, circle of friends. As microfactors of influence on the socialization of young people, factors of a socio-psychological nature should be attributed - the physiological, genetic and psychological characteristics of a young person, as well as the characteristics of the microenvironment in which a personality is formed. The key moment of the microenvironment is the interaction of the subject with other subjects of activity, during which the subjects exchange knowledge, feelings, emotions, experience and role expectations, preferences and standards are formed.
The second structure - the mesosystem - is the relationship between the elements of the microsystem, for example, between the family and the school. Mesofakgora influence on the adaptive potential of the individual involves taking into account the external characteristics of the subculture of a particular social community (ethnic, age, gender, professional, territorial, etc.), such as values, norms, social practices, institutional patterns, symbols, language environment, established in space this subculture.
The third structure is an exosystem consisting of institutions that do not directly concern a given individual, but nevertheless participate in his socialization, sometimes exerting a very strong influence on him. This, for example, the work of parents, their business environment, bosses and subordinates, whose relationship with the parents themselves often play an important role in shaping the child's ideas about the world of adults.
The fourth structure is the macrosystem, the cultural environment. We are talking about social values and ideologies, not only directly instilled in the child, but indirectly affecting the functioning of the first three structures. These are the ideological attitudes of society as a whole, children's and youth organizations of an ideological nature, etc.
We would add a macrosystem to this socialization structure, which manifests itself in the functioning of the main institutions of socialization in society, the level of social and physical health of young people, the value system that has developed in society and the youth environment (the values of the youth subculture), since these factors already contain the characteristics of the external social environment.
In the sociological tradition, socialization is sometimes associated with the process of social adaptation. Within the framework of the theory of structural functionalism, socialization is revealed through the concept of "adaptation", since American sociologists (T. Parsons, R. Msrton) understand socialization as a process of complete integration of the individual into the social system, during which it adapts. From the point of view of society's reproduction of itself, the socialization of the younger generation can be represented as a process of preserving and increasing human potential with its sociocultural content.
Thus, socialization is one of the main social mechanisms that ensure the preservation, reproduction and development of any society.
In the existing conditions of social life, the most urgent problem is that it requires the inclusion of each person in a single social integrity and the very structure of society. The key concept of this process is personality socialization which allows each person to become a full-fledged member of society.
Personality socialization- this is the process of entry of each individual into the social structure, as a result of which changes occur with the very structure of society and in the structure of each individual. This is due to the social activity of each individual. As a result of this process, all the norms of each group are assimilated, the uniqueness of each group is manifested, the individual learns patterns of behavior, values and social norms. All this is essential for successful functioning in any society.
It flows throughout the entire existence of human life, since the world around us is in constant motion, everything changes and a person simply needs to change for a more comfortable stay in new conditions. The human essence undergoes regular changes and changes over the years, it cannot be constant. Life is a process of constant adaptation, requiring continuous change and renewal. Man is a social being. The process of integrating each individual into social strata is considered to be quite complex and rather lengthy, since it includes the assimilation of values and norms of social life and certain roles. The process of socialization of the individual runs in mutually intertwined directions. The object itself can act as the first one. As a second, a person begins to more actively integrate into the social structure and life of society as a whole.
Stages of personality socialization.
The process of socialization of the individual goes through three main phases in its development.
- The first phase consists in the development of social values and norms, as a result of which the individual learns to conform to the whole society.
- The second phase consists in the desire of the individual for his own personalization, self-actualization and a certain impact on other members of society.
- The third phase consists in the integration of each person into a certain social group, where he reveals his own properties and capabilities.
Only the consistent flow of the entire process can lead to the successful completion of the entire process.
The process of socialization itself includes the main stages of personality socialization. Modern sociology is capable of solving these questions ambiguously. Among the main stages can be distinguished: pre-labor stage, labor stage, post-labor stage.
Main stages of personality socialization:
- Primary socialization - the process proceeds from birth to the formation of the personality itself;
- Secondary socialization - at this stage, the personality is restructured during the period of maturity and stay in society.
Consider this process depending on age in more detail at each stage.
- Childhood - socialization begins at birth and develops from the earliest stage of development. As you know, it is at this age that the personality of each person is formed by almost 70%. If this process is delayed, irreversible consequences can be traced, since it is in childhood that the beginning of socialization itself is laid. Until the age of 7, the understanding of one's own Self takes place in a more natural way than in older years.
- Adolescence is an equally important social stage in the overall life cycle of each individual, since during this stage the greatest number of physiological changes occur, puberty and personality development begin. From the age of 13, children try to take on as many responsibilities as possible.
- Youth (early maturity) - the age of 16 is considered the most dangerous and stressful, since now each individual independently and consciously decides for himself which society to join and choose for himself the most suitable social society in which he will stay for quite a long time.
- In the older years (approximately between the ages of 18 and 30), the basic instincts and becoming of socialization are redirected to work and one's own love. The first ideas about oneself come to every boy or girl through work experience, sexual relations and friendship. Incorrect mastering or perception can lead to serious irreversible consequences. And then the person will live unconsciously until the crisis, which will come at the age of 30 years.
It is the young years that are most actively used for becoming in one's own life and choosing a social community.
Socialization is the development of a person throughout his life in interaction with the environment in the process of assimilation and reproduction of social norms and cultural values, as well as self-development and self-realization in the society to which he belongs.
In a general sense, socialization is understood as the process of assimilation by a person of social norms, values, typical forms of behavior existing in society, as well as the establishment of new individual norms that meet the interests of the whole society. L.S. Vygotsky considered socialization as the appropriation by an individual of social experience, of the entire culture of society.
Essence of socialization consists in a combination of adaptation and isolation of a person in a particular society.
The structure of the socialization process includes the following components:
1) spontaneous socialization - the process of development and self-development of a person in interaction and under the influence of objective circumstances of the life of society;
2) relatively directed socialization - when the state takes economic, legislative, organizational measures to solve its problems that objectively affect the life path of a person and his development;
3) relatively socially controlled socialization - the systematic creation by society and the state of legal, organizational, material and spiritual conditions for human development;
4) conscious self-change of a person.
The main types of socialization are:
a) gender-role (mastering the roles of men and women by members of society);
b) family (creation by members of society of a family, performing functions in relation to each other, performing the functions of parents in relation to their children and children in relation to their parents);
c) professional (competent participation of members of society in economic and social life);
d) legal (law-abiding of each member of society).
Stages of socialization can be correlated with the age periodization of human life: infancy (from birth to 1 year), early childhood (1-3 years), preschool childhood (3-6 years), primary school age (6-10 years), younger adolescence (10- 12 years old), senior adolescence (12-14 years old), early youthful (15-17 years old), youthful (18-23 years old), youth (23-30 years old), early maturity (30-40 years old), late maturity ( 40-55 years), old age (55-65 years), old age (65-70 years), longevity (over 70 years).
The agents of socialization are people in direct interaction with whom a person's life takes place. In their role in socialization, agents differ depending on how significant they are for him. At different age stages, the composition of agents is specific.
Means of socialization is a set of tools specific to a certain society, a certain social stratum, a certain age. These include: ways to feed the baby and care for him; formed household and hygiene skills; products of material culture surrounding a person; elements of spiritual culture; consistent introduction of a person to numerous types and types of relationships in the main areas of his life; a set of positive and negative formal and informal sanctions.
Mechanisms of socialization are divided into socio-psychological and socio-pedagogical.
To socio-pedagogical mechanisms include:
Traditional (represents the assimilation by a person of norms, standards of behavior, attitudes, stereotypes that are characteristic of his family and immediate environment);
Institutional (functions in the process of human interaction with the institutions of society and various organizations, both specially created for his socialization, and realizing socializing functions in parallel with their main ones);
Stylized (operates within the subculture);
Interpersonal (functions in the process of interaction with people subjectively significant for a person);
Reflective (awareness and experience of the reality in which a person lives, and of himself).
To socio-psychological mechanisms include:
Suppression (exclusion from the sphere of consciousness of thoughts, feelings, desires and inclinations that cause shame or mental pain);
Repression (arbitrary suppression);
Reaction to the opposite setting (suppression of feelings of guilt due to existing socially unacceptable desires and resolution of the contradiction between desires and the assigned social norm);
Isolation (repression of the emotional components of unpleasant, traumatic impressions);
Self-restraint (retreat before difficulties, limiting one's "I");
Projection (prescribing one's own unwanted traits to other people);
Identification (identification of oneself with another subject, group, model);
Introjection (settings of another person are, as it were, built into the structure of the subject's personality without special processing);
Empathy (compassion for the emotional state of another person);
Intellectualization (abstract reasoning about a difficult situation instead of real actions to resolve it);
Discrediting the goal, self-deception (the invention of seemingly logical conclusions and judgments to falsely explain one's frustrations);
Revocation of action (prevention or mitigation of unacceptable actions);
Sublimation (the transfer of any instinctive drive, need and motive, the satisfaction of which is blocked by the conditions of the situation, into a socially acceptable activity).
The result of socialization is socialization, which is understood as the formation of a person's characteristics, set by the status and required by this society.
The concept of "sociality" is also directly related to the socialization of a person. Sociality is understood as an integrated result of social education, expressed in the ability of a person to interact with the social world, other people.
Factors of socialization are called conditions that more or less actively influence the development of a person and require a certain behavior and activity from him. The studied factors of socialization can be combined into four large groups: megafactors, macrofactors, mesofactors, microfactors.
Megafactors These are the conditions that affect all the people of the Earth. These include the world, space, planet. These circumstances must be kept in mind when determining the goals and content of education. Pedagogical goal-setting should include the formation and development of planetary consciousness in adults and children, attitudes towards the Earth as a common home. The content side of such consciousness is determined by universal human values.
Macrofactors- these are the conditions that affect the process of socialization of all people living in certain countries. These include country, state, society, ethnic group. The regions of the country differ from each other in natural and climatic conditions, economic features, degree of urbanization, and cultural features. Depending on the historical path, the level reached and the prospects for development in society, an ideal of a person is formed, a certain type of personality is formed. Politics, social practices, characteristic of a given state, create certain living conditions for citizens, in which socialization takes place. Among the macrofactors, ethnos has a huge influence on the formation of personality. Each ethnic group has its own specific features and properties, the totality of which determines its national character. They appear in the national culture. Socialization in a particular ethnic group has its own characteristics, conditionally combined into two groups: vital (biological and physical) and mental (fundamental spiritual properties). The mentality of the ethnos is manifested in the implicit concepts of the personality and its upbringing.
Mesofactors- these are the conditions for the socialization of large groups of people, distinguished: by the place and type of settlement in which they live (city, town, village); by belonging to the audience of certain mass communication networks; belonging to one or another subcultures. The most significant among them are the region and the type of settlement. The influence of regional conditions on socialization has a different character and is determined by natural-geographical, socio-geographical, socio-economic, socio-demographic, historical, cultural characteristics, climate, ethnic composition and the degree of population stability. In the village and the settlement, social control over human behavior is maintained, since there is a stable composition of residents, weak social, professional and cultural differentiation, close ties between neighbors and relatives, ensuring openness of communication.
The city, on the other hand, creates potential opportunities for adults and children to make individual choices in various spheres of life, provides opportunities for a wide choice of communication groups, lifestyles, and value systems. In the city and the village, a person is under the influence of mass media, which perform informational and relaxation functions in the development of children. Subcultures play a huge role in socialization already because they represent a specific way of differentiating developed national cultures, their influence on certain communities, as well as marking the social and age structure of society. Signs of a subculture are: value orientations, norms of behavior, interactions and relationships, sources of information preferred by carriers, aesthetic preferences, jargon, status structure. Subculture serves as one of the ways of separating a person in society, one of the stages of autonomization of a person.
Microfactors These are conditions that directly affect specific people. These include family, neighborhood, micro-society, home, peer groups, educational, public, state, private, religious organizations.
As the main institution of socialization, the family is a personal environment for the life and development of a person throughout his life. It performs certain socializing functions: it ensures the physical and emotional development of a person, his mastery of social norms, forms the psychological gender of the child, his value orientations, determines the subsequent intellectual development. The support, negative or indifferent attitude of the family has a huge impact on a person's claims. A benevolent attitude helps a person to adapt to life, a negative one contributes to the emergence of barriers to its implementation, an indifferent attitude is the source of many difficulties throughout his life. In any family, a person undergoes spontaneous socialization, the content of which is determined by its objective characteristics, values, lifestyle and relationships of family members. Relatively socially controlled socialization is carried out in the family in the form of education, understood as a conscious effort to nurture a child, undertaken by older family members.
The main principles of family education are: a combination of close and urgent, possible and necessary tasks, emphasis on the present moment, the principle of overcoming difficulties and achieving well-deserved success. Of particular importance is the social orientation of family education, which is to develop and strengthen the spiritual strength of the child.
The pedagogical culture as an integral part of the general culture of a person should become the basis of the pedagogical activity of parents. In the process of mastering the pedagogical culture, the task is to form knowledge that will help parents get to know their child. Along with theoretical knowledge about what methods and techniques should be used in order to achieve the goal, parents must have certain skills that will contribute to the implementation of these techniques. The concern of parents is the formation of the inner world of the child as a whole.
It should be noted that in recent years, not every family has become the main institution of the child's socialization, which has a positive impact on his development, worldview, behavior, etc. The number of dysfunctional families is growing.
A dysfunctional family is understood as a structural and functional type of family, characterized by a low social status in various spheres of its life. A family of this kind does not always fulfill the functions assigned to it for a number of reasons (social, pedagogical, psychological, economic, medical, legal, etc.), to which it cannot adapt. Given the experience of specialists working in the field of social pedagogy, it is possible to single out the social, physical, psychological, legal, economic, pedagogical and medical problems of the family.
The identification of one or more of the above types of disadvantage serves as the basis for providing assistance to this family, and the type of family dysfunction is directly related to the type of assistance that is provided to it.
Mass media play a special role in the conditions of modern scientific and technological progress. They have a huge impact on the processes of socialization of the younger generation. Considering the media as a mesofactor of socialization, it must be remembered that the direct object of the influence of the flow of their messages is not an individual, but mass consciousness and behavior.
In modern pedagogical science, the following functions of mass media are distinguished:
a) the function of social orientation, which is based on a person's need for information for orientation in society;
b) the function of affiliation (from the English to affiliate - to attach), based on the person's need to feel like a member of certain groups, entry into which increases his security and confidence;
c) the function of contact with other persons, due to the person's need for connections with other people, which make it possible to personalize;
d) the function of self-affirmation, which is manifested in the receipt by a person of information confirming his values, views;
e) the function of emotional discharge, which is realized through inclusion in entertainment programs, publications and messages that act as distracting and switching factors.
A.V. Mudrik singles out such functions of mass media as:
a) the function of information impact, which consists in acquiring a variety of conflicting, unsystematized information about the types of people's behavior and lifestyle in various social strata, regions, countries;
b) the function of non-formal education, which makes it possible to single out knowledge that is subjectively necessary for a certain person from the entire flow of information;
c) a recreational function that determines the leisure individual and group pastime of people, distracting from everyday worries, routine;
d) relaxation function, which allows compensating for emotional dissatisfaction;
e) a normative function, manifested in the formation of material, spiritual and social needs of large groups of people and specific individuals.
Since the culture of using mass media is not taught in any educational institution, and parents themselves are not always active subjects of this culture, mass media, along with a positive influence, also have a negative impact on the process of socialization of the younger generation.
There is no single definition of C. In progress social development child can be divided into two aspects:
The process of social development involves gradual orientation of the child in the currently existing system of social roles in society . This orientation is possible due to the expansion of the child's social ties, as well as due to the formation of a personal system of personal meanings, behind which there is an orientation in the system of objective activities specified by society.
going on formation of structures of individual self-consciousness associated with the process of social self-determination and the formation of the social identity of the individual, the premise of which is the active inclusion of the child in various social communities.
Thus, the process of social development is conceived as an active interaction with the social environment. To characterize this entry of a person into the system of social relations, the concept is usually used. socialization.
In domestic social psychology, the most common understanding of socialization is as a two-way process, which includes, on the one hand, the assimilation of social experience by the individual by entering the social environment, into the system of social ties, on the other hand, as the process of active reproduction of this system by the individual in his activity. With such an understanding of socialization, not only the process of social orientation and the assimilation of social norms is fixed, but also the moment of active transformation and application of learned social roles, norms, values, methods of social self-determination in new social situations. Unlike the concept of socialization (a person's compliance with the social requirements for a given age), socialization includes a willingness to move into new situations of social development, i.e.:
ability to adequately perceive new social requirements;
selective attitude to social impacts;
low social rigidity;
the formation of personal prerequisites for fulfilling the tasks of the next stage of socialization.
2. The concept of socialization.
Socialization should be distinguished from:
Adaptation is a time-limited process of adaptation to new conditions;
Training, education - acquisition of new knowledge and skills;
Growing up is the sociopsychological development of a person in a narrow age range (approximately from 10 to 20 years).
Socialization is not limited to any of the processes listed above, and at the same time they are included in the process of socialization as elements.
In some cases, the process of resocialization is possible, which is characterized by the fact that the individual loses some values, the norms he has learned cease to be regulators of his behavior. Circumstances that cause resocialization may include the imprisonment of a person, in a psychiatric hospital, etc.
Education is a purposeful impact on the spiritual sphere and the behavior of individuals;
The concept of education has two meanings in our P:
In the narrow sense, the process of purposeful influence on a person by the educational process in order to transfer, instill in him a certain system of ideas, concepts, norms.
In broad terms, the impact on a person of the entire system of social relations in order to assimilate social experience.
If we consider the concept of education in the narrow sense of the word, then C differs in its meaning, and if in a broad sense, then they are identical.
The ratio of socialization with social development-????
Socialization is a continuous process. There are three areas of socialization:
Activity. Three processes: orientation in the system of connections present in each type of activity and between its various types; centralization around the main, chosen one, focusing attention on it and subordinating all other activities to it; mastering by the personality in the course of the implementation of the activities of new roles and understanding their significance. it is an extension of the action directory. The goal setting process is important. The individual becomes the subject of activity.
Communication. This is an increase in the number of contacts and a transition to dialogical communication. It is important: how and under what circumstances the multiplication of communication links is carried out and what a person receives from this communication.
Self-awareness. Self-consciousness includes self-determination, self-realization and self-affirmation, self-esteem. Understanding the personality of oneself as a certain value and a question of identification. The development of self-awareness in the course of C is a controlled process determined by the constant acquisition of social experience in the context of expanding the dialogue of activity and communication.
Socialization is the possession of social norms.
Socialization is a long process in which an individual acquires knowledge, experience, norms of behavior and moral values accepted in the society that surrounds him.
The main goal of this process is to transfer a person from a biological state into an independent social personality with self-awareness. A person who is aware of his own image, understands his difference from others, finds his place and plays his role in society.
Socialization. What is it
Socialization is possible only through the interaction of individuals. This process is based on interpersonal relationships. As a result, there is a transfer of physiological and moral experience, social norms, human values.
A person understands his own responsibility, rights and obligations to society, the meaning of ongoing events and the significance of various actions.
Without interaction with other people, the development of self-esteem and self-knowledge of the individual is impossible.
The social development of the individual has its own types and stages. Each individual must go through all the stages of interaction with other people in order to reach a certain level of self-awareness. 
Stages
Formally, the concept of socialization is divided into two stages (periods):
- Early: childhood, adolescence, youth. Age from 0 to 18 years;
- Late: youth, maturity, old age. Age from 18-20 years old until the end of life.
The age division is conditional, since each individual has his own development and ability to perceive the surrounding reality and people.
The socialization of the individual has no clear boundaries. A person can learn from experience and learn how to interact with other individuals throughout his existence.
However, in psychology and sociology, several stages of the social development of the individual are distinguished. 
Process steps
Each of the stages has its own characteristics and criteria for assessing the formation of social skills. Briefly, the data on them can be presented in the table.
| Period | Development stage | Age | Dominant environment | social skills |
| Preschool | Infancy | 0-1 year | Family, relatives, doctors | Primary motivation, trusting attitude to the environment |
| Early childhood | 1-3 years | Self-control and self-respect, the primary awareness of one's own "I" | ||
| Childhood | 3-7 years | Family, educators, teachers | The ability to set the goal and direction of one's own activity, the formation of a style of interaction with others. | |
| School | Junior school age | 7-11 years old | Teachers, peers, social communities, media. | The formation of general educational skills necessary in the process of cognitive activity, the development of one's own position among peers, the formation of one's own manner and line of behavior with other people. |
| Adolescence (adolescence) | 12-15 years old | Realization of oneself as a versatile person through additional interests and hobbies | ||
| Youth | 15-18 years old | Formation of life position, choice of profession and field of activity | ||
| Adult | Maturity | From 18-20 years old | Own family (wife, children), work colleagues, social communities | Getting "on your own feet", improving the acquired skills, creating your own social environment |
| Old age | Retirement before death | Family (children, grandchildren). Often loneliness. | Summing up, satisfaction of the lived life |
Sociologists distinguish 2 groups of people who influence the development and formation of a person in the process of socialization:
- Primary- familiar people, or informal agents. These include well-known to each other members of a small community: family, parents, neighbors;
- Secondary- strangers - formal agents, or institutions. This is a set of people connected by formal relations: a kindergarten, a school, a company, an enterprise, a city, a state, etc.
Both groups play a different role and influence the formation of personality in a certain direction:
- Education and upbringing of a child from 0 to 3 years occurs under the influence of the main agents: parents and next of kin. They form the motivation and primary attitude of the individual towards others.
- After 3 years the individual enters into relationships with additional agents: educators, teachers, doctors. Most preschool children actively master the skills of thinking and cognition under the influence of informal agents.
- At 8 - 15 years old(school period) they are influenced by peers, adults belonging to different social groups, the media, the Internet. Such a diverse environment does not exclude the negative impact on the personality and the possibility of antisocial behavior.
- Thus, by the age of 15-18 personality is considered to be formed. In the future, other social institutions play their role. They use other means that influence its moral and psychological changes.
Influencing factors
Under the influence of various external factors, the individual is formed into a social or asocial personality. 
These include:
- microfactors: gender of the child, his physiological and psychological development, emotional environment;
- mesofactors: the region of residence of the individual, the subcultures that exist in it;
- macro factors: geographical location, climatic zone, environment (nature), economy and political structure: authoritarian or democratic state, of which the individual is a citizen;
- megafactors: earth as a planet for the life of an individual, space, universe.
Under the influence of these conditions, the mechanism of individualization of the personality associated with its interaction with various groups of people is carried out.
The cyclicity of human life is associated with a periodic change of roles, the acquisition of new statuses and a different environment, the rejection of old habits and the traditional way of life. Throughout his life, the individual learns something and is forced to respond to the influence of the environment. This changes his views and social foundations.
Video: Socialization of the individual
