As an important stage of socialization. Personal socialization is what: types, stages and conditions of socialization

Personal socialization is the process of personality formation in certain social conditions, the process of assimilation of social experience by a person, during which a person transforms social experience into his own values and orientations, selectively introduces into his system of behavior those norms and patterns of behavior that are accepted in society or a group. The norms of behavior, norms of morality, beliefs of a person are determined by those norms that are accepted in a given society. For example, in our society, spitting on someone is a symbol of contempt, while in the Masai tribe it is an expression of love and blessing. Or in Asian countries it is customary to expect a guest to burp after eating as a sign that he is completely satisfied, but in our society this is uncivilized, i.e. rules of conduct, decency, moral standards are not the same in different societies and, accordingly, the behavior of people brought up under the influence of different societies will vary.

There are the following stages of socialization:

Primary socialization or stage of adaptation (from birth to adolescence, the child learns social experience uncritically, adapts, adapts, imitates).

Individualization stage(there is a desire to distinguish oneself from others, a critical attitude to social norms of behavior). In adolescence, the stage of individualization, self-determination "the world and I" is characterized as an intermediate socialization, because. still unstable in the outlook and character of a teenager.

Adolescence (18-25 years) is characterized as a stable conceptual socialization, when stable personality traits are developed.

Integration stage(there is a desire to find one's place in society, to "fit" into society). Integration goes well if the properties of a person are accepted by the group, society. If not accepted, the following outcomes are possible:

Preservation of one's dissimilarity and the emergence of aggressive interactions (relationships) with people and society.

Change yourself, "become like everyone else."

Conformity, external conciliation, adaptation.

labor stage socialization covers the entire period of a person's maturity, the entire period of his labor activity, when a person not only assimilates social experience, but also reproduces it through the active influence of a person on the environment through his activity.

post-labor stage socialization considers old age as an age that makes a significant contribution to the reproduction of social experience, to the process of passing it on to new generations.

A more detailed analysis of the process of personality formation is possible on the basis of identifying for each age the leading activity that causes the main changes in the mental processes and characteristics of the child's personality at a given stage of his development.

Table 2.1


2. Early childhood (1-3 years) - the stage of "independence"	subject activity	B - the assimilation of socially developed methods of activity with objects
3. Preschool childhood (3-6-7 years old) - the stage of "choosing the initiative"		A - the development of social roles, relationships between people
4. Junior school age (6-11 years old) - the stage of "mastery"	Learning activities	B - the development of knowledge, the development of the intellectual and cognitive sphere of the individual
5. Teenage (11-14 years old)	Communication with peers	A - mastering the norms of relations between people
6. Youth (14-18 years old) - the stage of self-determination "the world and I"	Educational and professional activities	B - mastering professional knowledge and skills.
7. Late youth (18-25 years old) - the stage of "human intimacy"	Labor activity, professional studies	A, B - mastering the norms of relations between people and professional and labor skills
8. Stage of human maturity

There is a particular style of parenting in each socio-culture, it is determined by what society expects from a child. At each stage of its development, the child is either integrated with society or rejected. The psychosocial concept of personality development (Fig. 2.2), developed by the famous psychologist Erickson, shows the close connection between the human psyche and the nature of the society in which he lives. Erickson introduced the concept of "group identity", which is formed from the first days of life, the child is focused on inclusion in a particular social group, begins to understand the world as this group. But gradually the child develops "ego-identity", a sense of stability and continuity of his "I". The formation of ego identity is a long process, it includes a number of stages of personality development.

On the stages of infancy the main role in the life of the child is played by the mother, she feeds, cares, gives affection, care, as a result of which the child develops a basic trust in the world.

2nd stage early childhood is associated with the formation of autonomy and independence, the child begins to walk, learns to control himself when performing acts of defecation; society and parents accustom the child to neatness, tidiness, begin to shame for "wet pants". Social disapproval opens the child's eyes inward, he feels the possibility of punishment, a sense of shame is formed. At the end of the stage there must be a balance of "autonomy" and "shame". This ratio will be positively favorable for the development of the child, if the parents do not suppress the desire of the child, do not beat them for wrongdoing. At the age of 3-5 years, at the 3rd stage, the child is already convinced that he is a person, because he runs, knows how to speak, expands the area of mastering the world, the child develops a sense of enterprise, initiative, which is laid down in the child's game. The game is very important for the development of the child, i.e. forms initiative, creativity, the child masters relations between people through the game, develops his mental capabilities: will, memory, thinking, etc. But if parents strongly suppress the child, do not pay attention to the child’s games, then this negatively affects the development of the child, helps to consolidate passivity , insecurity, guilt. At primary school age (4th stage) the child has already exhausted the possibilities of development within the family, and now the school introduces the child to knowledge about future activities, transfers the technological ego of culture. If a child successfully masters knowledge, new skills, he believes in his own strength, he is confident, calm, but failures at school lead to the appearance, and sometimes to the consolidation of feelings of inferiority, disbelief in his own strength, despair, loss of interest in learning. In case of inferiority, the child, as it were, returns to the family again, it is a refuge for him, if the parents with understanding try to help the child overcome difficulties in learning. In the event that parents only scold and punish for bad grades, a child’s feeling of inferiority is sometimes fixed for the rest of his life. During adolescence (stage 5) the central form of ego-identity is formed. Rapid physiological growth, puberty, concern about how he looks in front of others, the need to find his professional vocation, abilities, skills - these are the questions that confront a teenager, and these are already society's requirements for a teenager about self-determination. At this stage, all critical past moments rise up again. If in the early stages the child has formed autonomy, initiative, trust in the world, confidence in his usefulness, significance, then the teenager successfully creates a holistic form of ego identity, finds his "I", self-recognition from others. Otherwise, identity diffusion occurs, the teenager cannot find his “I”, is not aware of his goals and desires, there is a return, regression to infantile, childish, dependent reactions, a vague but stable feeling of anxiety appears, a feeling of loneliness, emptiness, a constant expectation of something that can change life, but the person himself does not actively undertake anything, there is a fear of personal communication and an inability to emotionally influence persons of the opposite sex, hostility, contempt for the surrounding society, a feeling of “not recognizing oneself” from the people around . If a person has found himself, then identification is facilitated.

At the 6th stage (youth) for a person, the search for a life partner, close cooperation with people, strengthening with his social group becomes relevant, a person is not afraid of depersonalization, he mixes his identity with other people, there is a feeling of closeness, unity, cooperation, intimacy with certain people. However, if the diffusion of identity passes to this age, the person becomes isolated, isolation and loneliness is fixed. 7th - central stage- the adult stage of personality development. The development of identity goes on throughout life, there is an impact on the part of other people, especially children, they confirm that they need you. Positive symptoms of this stage: a person invests himself in good, beloved work and care for children, is satisfied with himself and life. If there is no one to pour out one's “I” on (no favorite work, family, children), then the person is devastated, stagnation, inertia, psychological and physiological regression is outlined. As a rule, such negative symptoms are strongly pronounced if the personality has been prepared for this throughout the course of its development, if there have always been negative choices at the stages of development.

After 50 years (8th stage) there is a creation of a complete form of ego-identity on the basis of the entire path of personality development, a person rethinks his whole life, he realizes his “I” in spiritual reflections about the past years. A person must understand that his life is a unique destiny that does not need to be redone, a person “accepts” himself and his life, the need for a logical conclusion of life is realized, wisdom is manifested, a detached interest in life in the face of death. If “acceptance of oneself and life” did not happen, then a person feels disappointment, loses the taste for life, feels that life went wrong, in vain. Stages and positive - negative outputs from each stage are shown in Fig.3.

Final Form of Self-Identity Stage 8

"accept yourself, life", the wisdom of old age

Disappointment in life after 50 years

Creativity, favorite work, Stage 7

child rearing, child care, maturity before

satisfaction with life 50 years

Emptiness, stagnation, regression

Feeling closeness, intimacy, Stage 6

unity with people, love youth from

Isolation, loneliness 20 to 25 years

An integral form of self-identity,

finds his "I", loyalty to himself, Stage 5

self-recognition by people youthful from

identity diffusion, anxiety, 11 to 20 years

loneliness, infantilism, did not find

my "I", non-recognition by people,

role confusion, hostility

Self-confidence, competence Stage 4

Inferiority, disbelief in one's own strength school from 6 to 11 years

Initiative, purposefulness, Stage 3

activity, enterprise, preschool

independence age - passivity, imitation of models, guilt from 3 to 6 years

Autonomy, independence, Stage 2

neatness, will early age

doubt, shame, addiction from 1 to 3 years

Basic trust in the world, optimism, Stage 1

desire for life infancy

basic distrust of the world, pessimism,

desire for death

The question arises, why are the stages depicted diagonally? Erickson replies: "To show that as in the 1st stage, so it will be decided in the last." You can understand life only towards the end, but you have to live it first.”

CONCLUSION.

The transition from one period to another is a change in the consciousness and attitudes of the child to the surrounding reality and leading activity, these are critical, transitional ages, when the former social relationships between the child and others break down. A child stumbles upon the world around him, like a high-speed train, which, having stumbled, begins to slow down, stopping at the end of the path - life, he is already an elderly person who realizes the whole meaning of life. During the critical phase, children are difficult to educate, show stubbornness, negativism, disobedience, obstinacy.

It is known that the baby enters the big world as a biological organism and his main concern at this moment is his own physical comfort. After some time, the child becomes a human being with a set of attitudes and values, with likes and dislikes, goals and intentions, patterns of behavior and responsibility, as well as with a uniquely individual vision of the world. Man achieves this state through a process which we call socialization. During this process, the individual becomes a human person.

Socialization - the process by which the individual assimilates the norms of his group in such a way that through the formation of his own "I" the uniqueness of this individual as a person is manifested, the process of assimilation by the individual of patterns of behavior, social norms and values necessary for his successful functioning in this society.

Socialization covers all the processes of familiarization with culture, training and education, through which a person acquires a social nature and the ability to participate in social life. The entire environment of the individual takes part in the process of socialization: family, neighbors, peers in a children's institution, school, the media, etc.

There are the following stages of socialization:

Primary socialization , or stage of adaptation (from birth to adolescence, the child learns social experience uncritically, adapts, adapts, imitates). During the period of primary (children's) socialization, the possibilities of acquiring information from social memory are still largely determined by the capabilities and parameters of biological intelligence: the quality of "sensor sensors", reaction time, concentration, memory. However, the further a person moves away from the moment of his birth, the less role the biological instinct plays in this process and the more important are the factors of the social order. The world of a baby from its very birth is inhabited by other people. Moreover, very soon he becomes able to distinguish them from each other, and some of them become dominant in his life. From the very beginning, the child interacts not only with his own body and with the physical environment, but also with other human beings. The biography of an individual from the moment of his birth is the history of his relations with others.

The typical social situation "inequality of opportunity - unequal start" manifests itself already in the first years of a child's life. In some families, the upbringing and development of the intellect of the baby is engaged almost from the moment of his birth, while in others they are not involved at all. By the time they arrive at school or kindergarten - that is, by the beginning of the stage of secondary socialization - children already differ quite noticeably in their level of development, their ability to read and write, in their literary and general cultural background, and in their motivation to perceive new information.

It is clear that in the family of a professional intellectual, children undergo a significantly different socialization than in the families of parents of a lower intellectual level. Mental abilities and intellect should not be confused: the former are indeed genetically determined to a large extent, the latter, of course, is developed. One could list a huge number of outstanding personalities who received a determining intellectual start precisely from the conditions of their childhood - from parents and that circle of family friends who played the most important role of agents of primary socialization (the youth of Mozart, Bach).

By the time primary socialization is completed, parents (and the immediate environment) pass on to their children not only a significant amount of information about the world in which they will live, but also the norms, values and goals of their groups and their social class.

Content, character and quality secondary socialization , coinciding in time (and content) with the period of receiving formal education, are already determined by the level of training of teachers, the quality of pedagogical methods, and the conditions in which the educational process takes place. And this cannot but be influenced by social origin, and hence the cultural and material level of the family. It depends on this level which school the child will go to, what books and how much he will read, what is the circle of his daily communication, whether he will have personal mentors and tutors, a computer, etc.

It is at school that the true formation of the intellect begins, that is, its introduction to the world of scientific systematized knowledge. However, the school pursues not only this goal. One of the main functions of the stage of secondary socialization is the general preparation of the individual for his future life activity in social institutions operating within the framework of formal organizations. For these reasons, the school, in addition to forming a stable complex of certain knowledge in its pupils, always sets itself the task of instilling in them the ideological and moral values that prevail in a given society in a given historical period.

Stage individualization (there is a desire to distinguish oneself from others, a critical attitude to social norms of behavior). In adolescence, the stage of individualization, self-determination "the world and I" is characterized as an intermediate socialization, as it is still unstable in the outlook and character of a teenager.

Adolescence (18-25 years) is characterized as a stable conceptual socialization, when stable personality traits are developed.

Stage integration (there is a desire to find one's place in society, to "fit" into society). Integration goes well if the properties of a person are accepted by the group, society. If not accepted, the following outcomes are possible: the preservation of one's dissimilarity and the emergence of aggressive interactions (relationships) with people and society; change yourself, "to become like everyone else"; conformism, external conciliation, adaptation.

In the third period - socialization of an adult - the development of individual intelligence and the possibility of its "feeding" from the social intelligence, as well as all other abilities of the individual, are already almost completely determined by its social status. The labor stage of socialization covers the entire period of a person's maturity, the entire period of his labor activity, when a person not only assimilates social experience, but also reproduces it through the active influence of a person on the environment through his activity.

Post-labour the stage of socialization considers old age as an age that makes a significant contribution to the reproduction of social experience, to the process of passing it on to new generations.

On the stages of infancy the main role in the life of the child is played by the mother, she feeds, cares, gives affection, care, as a result of which the child develops a basic trust in the world. Basic trust is manifested in the ease of feeding, good sleep of the child, normal bowel function, the ability of the child to calmly wait for the mother (does not scream, does not call, the child seems to be sure that the mother will come and do what is needed). The dynamics of trust development depends on the mother. A pronounced deficit of emotional communication with an infant leads to a sharp slowdown in the mental development of the child.

2nd stage early childhood is associated with the formation of autonomy and independence, the child begins to walk, learns to control himself when performing acts of defecation; society and parents accustom the child to neatness, tidiness, begin to shame for "wet pants".

At the age of 3-5 years, 3rd stage , the child is already convinced that he is a person, since he runs, knows how to speak, expands the area of mastering the world, the child develops a sense of enterprise, initiative, which is laid in the game. The game is very important for the development of the child, that is, it forms initiative, creativity, the child masters relationships between people through the game, develops his psychological capabilities: will, memory, thinking, etc. But if parents strongly suppress the child, do not pay attention to his games, then this negatively affects the development of the child, contributes to the consolidation of passivity, insecurity, guilt.

At primary school age (4th stage) the child has already exhausted the possibilities of development within the family, and now the school introduces the child to knowledge about future activities, transfers the technological ego of culture. If a child successfully masters knowledge, new skills, he believes in his own strength, he is confident, calm, but failures at school lead to the appearance, and sometimes to the consolidation of feelings of inferiority, disbelief in his own strength, despair, loss of interest in learning.

In adolescence (5th stage) the central form of ego-identity is formed. Rapid physiological growth, puberty, concern about how he looks in front of others, the need to find his professional vocation, abilities, skills - these are the questions that confront a teenager, and these are already society's requirements for a teenager about self-determination.

On the 6th stage (youth) for a person, the search for a life partner, close cooperation with people, strengthening ties with the entire social group, becomes relevant, a person is not afraid of depersonalization, he mixes his identity with other people, there is a feeling of closeness, unity, cooperation, intimacy with certain people. However, if the diffusion of identity passes to this age, the person becomes isolated, isolation and loneliness are fixed.

7th - central stage - the adult stage of personality development. The development of identity goes on throughout life, there is an impact on the part of other people, especially children: they confirm that they need you. Positive symptoms of this stage: a person invests himself in good, beloved work and care for children, is satisfied with himself and life.

After 50 years (8th stage) there is a creation of a completed form of ego-identity on the basis of the entire path of personality development, a person rethinks his whole life, realizes his “I” in spiritual reflections about the years he has lived. A person must understand that his life is a unique destiny that does not need to be crossed, a person “accepts” himself and his life, realizes the need for a logical conclusion of life, shows wisdom, a detached interest in life in the face of death.

For successful socialization, D. Smelzer , three facts are needed: expectations, changes in behavior, and striving to meet these expectations. The process of personality formation, in his opinion, occurs in three different stages:

1) stages of imitation and copying by children of adult behavior;

2) the game stage, when children are aware of behavior as the performance of a role;

3) the stage of group games, in which children learn to understand what a whole group of people expects from them.

One of the first to single out the elements of the socialization of the child Z. Freud . According to Freud, personality includes three elements: "id" - a source of energy, stimulated by the desire for pleasure; "ego" - exercising control of the personality, based on the principle of reality, and "superego", or moral evaluative element.

Socialization is represented by Freud as a process of deployment of the innate properties of a person, as a result of which the formation of these three constituent elements of personality occurs. In this process, Freud distinguishes four stages, each of which is associated with certain areas of the body, the so-called erogenous zones: oral, anal, phallic and puberty.

French psychologist J. Piaget , while retaining the idea of different stages in the development of personality, focuses on the development of the cognitive structures of the individual and their subsequent restructuring depending on experience and social interaction. These stages replace one another in a certain sequence: sensory-motor (from birth to 2 years), operational (from 2 to 7), the stage of concrete operations (from 7 to 11), the stage of formal operations (from 12 to 15).

Many psychologists and sociologists emphasize that the process of socialization continues throughout a person's life, and argue that the socialization of adults differs from the socialization of children in several ways. The socialization of adults rather changes external behavior, while the socialization of children forms value orientations. Socialization of adults is designed to help a person acquire certain skills, socialization in childhood has more to do with the motivation of behavior. Psychologist R. Harold proposed a theory in which the socialization of adults is seen not as a continuation of children's socialization, but as a process in which the psychological signs of childhood are eliminated: the rejection of children's myths (such as, for example, the omnipotence of authority or the idea that our demands must to be the law for others).

Socialization goes through stages that coincide with the so-called life cycles, each stage of which is accompanied by two complementary processes: desocialization and resocialization.

Desocialization is the process of weaning from old values, norms, roles and rules of behavior.

Resocialization is the process of learning new values, norms, roles and rules of behavior to replace the old ones.

Freud singled out a number of psychological mechanisms of socialization: imitation, identification, feelings of shame and guilt.

Imitation is called a child's conscious attempt to copy a certain model of behavior. Identification It is a way of understanding belonging to a particular community. The main influence here is the immediate environment of the child.

Imitation and identification are positive mechanisms, since they are aimed at mastering a certain type of behavior. shame and guilt are negative mechanisms because they suppress or prohibit certain patterns of behavior.

Feelings shame and guilt closely related to each other and almost indistinguishable, but there are certain differences between them. Shame is usually associated with feeling exposed and shamed. This feeling is focused on the perception of the actions of the individual by other people. The feeling of guilt is associated with inner feelings, with a person's self-assessment of his actions. Punishment here is committed by itself, conscience acts as a controlling form.

The significant question of the dominant influence on the development and formation of a person, either hereditary, genetic predisposition, or the environment, has remained one of the most important and exciting minds of scientists - psychologists, sociologists and cultural scientists - for many years. Despite the success of geneticists in deciphering the genetic codes, it is impossible to explain the appearance of a certain personality trait or behavior in a person only by the influence of hereditary factors, as well as the social environment. Almost any behavior and the presence of certain personal characteristics in an individual is explained by both genetic factors and the influence of the environment. Therefore, the question becomes paramount not about who plays the main and who plays a secondary role in the formation of personality - heredity or environment, but how they interact with each other. Our genetic code is one of the starting points of development, including physical and behavioral characteristics inherited from ancestors, the surrounding social and cultural environment is another starting point of our development, a process that accompanies us throughout life and is called socialization.

Socialization is the development of various as well as the assimilation of ethical and norms, which begins in early childhood and continues until old age. Success depends on three main factors:

Understanding what the environment expects from you in accordance with the rules of society.
Behavioral changes in response to these expectations.
Conformity, i.e. desires and aspirations to follow social norms and rules.

Stages of socialization

The long process of entry, adaptation and comprehension of various social roles has its own stages. The stages of socialization, or its periods, are divided into primary and secondary. Primary ones begin in childhood, when a person's personality is mainly formed. These are very important and significant periods, in which the closest environment (parents, other relatives and friends) plays a significant role, this is the formation and development of interpersonal relationships. The primary periods of socialization are periods of comprehension and development; they contribute to the fact that a person becomes a full-fledged member of society.

Later stages of human socialization are usually called secondary. They refer to the second half of his life, when he is faced with various social institutions - the state, the army, the educational and production team, the influence of which on the formation and development of the individual is more significant and tangible already at a conscious age. The secondary stages of socialization are the stages that allow an already socialized person to comprehend new social roles, to enter unknown, but important areas of the objective world.

Where can we draw the line between primary and secondary periods of socialization? As a rule, it is considered that the stages succeed each other when it achieves political, economic and social independence, namely, obtaining a passport, profession and work, creating a family, etc.

The process of socialization is a complementary and two-way process. Entering and comprehending the system of social connections, the individual acquires significant experience for himself, on the other hand, in the process of active assimilation, he does not passively accept the experience gained, but transforms it into his own attitudes, values and orientations.

Socialization necessarily takes place with someone else's participation and help. The people and institutions that a person encounters when comprehending social experience are called agents of socialization. As well as the stages of socialization, agents are divided into primary (close significant environment) and secondary (public institutions and institutions, their administration, representatives, etc.).

Socialization is not just a process of growing up, it is a consistent comprehension by a person of unfamiliar, but significant norms and roles for her, continuing throughout life. The stages of socialization coincide with the main ones, which denote the main events of his biography.

The concept of socialization

First of all, when considering the issue of the stages of socialization, let's define the concept of socialization.

Definition 1

Socialization is the process of assimilation by a person of social norms and values, the system of knowledge that exists in society, the rules of behavior, and psychological attitudes.

Socialization is integrative in nature and includes training, education, adaptation to society, which results in the assimilation by a person of the norms and values of society.

Society is not static, and therefore a person has to assimilate and adapt to changes in society, and society has to adapt to a person. Thus, we can say that the socialization of the individual occurs throughout human life.

Stages of socialization

Taking into account that the process of socialization is long, some stages of socialization can be distinguished.

A distinction should be made between primary and secondary socialization.

Primary socialization begins with the birth of a person until the formation of an adult. The main institution of socialization during this period is the family, school, peers.

Secondary socialization occurs throughout a person's life and is characterized by the destruction of previously learned norms and the assimilation of new ones.

The stages of socialization are associated with the age periods of human development. Consider the features of the stages in each of the periods.

Childhood- one of the key stages of socialization, this period accounts for the formation of 70% of a person's personality. Violations of the process of socialization at this stage have irreversible consequences for the personality of a person, because in this period the formation of one's own "I" of a person takes place.

Teenage years. This stage can also be assigned one of the key roles, since significant physiological and psychological changes occur during this period.

Maturity. Associated with the conscious choice of one's environment, professional activities, etc. Old age. It is characterized by the fading of physical capabilities and the need to adapt to a new stage of one's life.

In more detail, the age stages of socialization were proposed by Erickson. Let's consider them.

Infancy - at this stage, the key role is assigned to the mother, who forms the child's basic trust in the surrounding society through caring for him.
Early childhood is characterized by the formation of the independent status of the child, his independence. At this stage, the child learns to walk independently, eat, etc.
The third stage, the age of 3-5 years, manifests itself in a playful form that allows the child to expand their knowledge of the world, master interpersonal relationships, and develop psychological capabilities. In case of suppression at this stage of development, the prohibition of games, the child forms a sense of guilt, self-doubt.
The younger school age is characterized by a change in the key agent of socialization, where the central place is no longer occupied by the family, but by the school. At this stage, the child's ideas about professions, modern culture, norms and values are laid. If successful, the child moves on to the next stage confident in his abilities, purposeful. Otherwise, a feeling of fear, guilt and self-doubt is fixed in the child.
Adolescence and stage 5 are determined by significant physiological changes in the body, the manifestation of interest in one's appearance and one's position among peers, the need for professional self-determination.
At the stage of youth, a person faces the question of finding and choosing a spouse, close interpersonal communication, and a deep connection with his social group is formed.
The adult stage of socialization is associated with the self-realization of the individual. At this stage, a person passes on his experience to children, is involved in interaction with his family, colleagues, is satisfied with his life.
The final stage after 50 years is characterized by a person's awareness of his own "I". During this period, a person is aware of his life and accepts it.

Also, depending on the forms of socialization, the following stages of socialization can be distinguished: pre-labor - childhood, adolescence; labor - maturity; post-work - old age.

Each subsequent stage of socialization involves the expansion of forms of interaction between man and society.

The pre-labor stage, which falls on the period of childhood and adolescence, is characterized by a passive form of socialization, in which a person learns, without questioning existing social norms and experience, to strive to integrate into society.

At the labor stage in the period of maturity, a person combines the passive form of assimilation of social experience and the active form, characterized by the beginning of professional activity.

The final post-work period, the period of old age, is characterized by the accumulation and preservation of the acquired experience with its subsequent transfer to the next generation.

Stages of socialization according to A.V. Petrovsky

From the point of view of subject-object public relations Petrovsky A.V. The following stages of socialization were distinguished:

Adaptation. The period of adaptation falls on the period of childhood. During this period, a person acts as an object of relations, exposed to the action of such agents of socialization as family, school, peers, etc. During this period, a person actively learns, forms his personality.
Individualization. At this stage, a person acts as a subject of social relations. The leading activity is not the assimilation of social norms, but their reproduction, which allows a person to show his personality, individualize, differ from other people.
Integration. At this stage, a person acts both as an object and as a subject of social relations. This stage is characterized by the achievement of the optimal position of a person in society, allowing him to fulfill himself and exist harmoniously in society.

Stages of socialization according to Kohlberg

Kohlberg proposed his own periodization of socialization. A feature of its periodization is the lack of connection with age and the connection with the formation of certain cognitive skills. They were given the following steps:

Avoiding punishment;
Desire for encouragement;
Adaptation and desire for approval;
Awareness of the norms and values of society;
Awareness of the contradictions of society, the formation of concepts of "bad" and "good";
Formation of own principles and values.

Remark 1

Thus, depending on the acquisition of certain skills, some people may complete the process of socialization, going through all the stages in youth, and some do not complete the process of socialization throughout life.

BASHKIR ACADEMY OF PUBLIC SERVICE AND MANAGEMENT

UNDER THE PRESIDENT OF THE REPUBLIC OF BASHKORTOSTAN

Department of Psychology and Sociology

Control work on the course

Sociology

On the topic: Socialization of the individual, its phases and stages

Completed by: 1st year student

faculty of the State Medical University (group 2, budget,

second degree)

Shaikhetdinov Rustam Faritovich

Checked by: Izilyaeva L.O.

Introduction. 3

The concept of "socialization of personality". 4

Phases and stages of personality socialization. 7

Childhood. 8

Teenage years. 10

Early maturity or youth. 12

middle age or maturity. 17

Old age or old age. 19

Death. 22

Conclusion. 25

Bibliography.. 26

Introduction.

The theme of my test: "Socialization of the individual, its phases and stages." The object of research is the personality as a social being. Subject of study: socialization of the individual, its phases and stages.

The purpose of the work: to consider the content of the socialization of the individual, its phases and stages

1. Expand the content of the concept of "Socialization of the individual"

2. Explore the phases and stages of the socialization of the individual.

The concept of "socialization of personality"

In the context of the complication of social life, the problem of including a person in social integrity, in the social structure of society, is actualized. The main concept that describes this kind of inclusion is "socialization", which allows a person to become a member of society.

Socialization is understood as the process of entry of an individual into society, which gives rise to changes in the social structure of society and in the structure of the individual. The latter circumstance is due to the fact of a person's social activity, and, consequently, his ability, when interacting with the environment, not only to assimilate its requirements, but also to change this environment, to influence it.

Socialization is a process by which an individual assimilates the norms of his group in such a way that through the formation of his own "I" the uniqueness of this individual as a person is manifested, the process of assimilation by the individual of patterns of behavior, social norms and values necessary for his successful functioning in this society.

The process of socialization is continuous and continues throughout a person's life. The world around us is changing, requiring corresponding changes from us. The human essence is not carved forever from granite, it cannot be completely formed in childhood so that it no longer changes. Life is adaptation, a process of continuous renewal and change. Three-year-old children are socialized within the kindergarten, students within their chosen profession, new employees within their institution or enterprise, husband and wife within the young family they have created, new converts within their religious sect, and the elderly in within the nursing home. In one way or another, all societies deal with a life cycle that begins with conception, continues through the aging stage, and ends with death. Based on the rich fabric of organic age, societies weave bizarre social patterns: in one culture, a girl of 14 years old can be a high school student, and in another, a mother of two children; A 45-year-old man may be in the prime of his business career, still moving up the political ladder, or already retired if he is a professional football player, and in some other society a person of this age usually already departs to another world and is revered as an ancestor by younger relatives . It is customary in all cultures to divide biological time into corresponding social units. If birth, puberty, maturity, aging and death are universally recognized biological facts, then it is society that gives each of them a well-defined social significance.

Man is a social being. However, no person is born a ready-made member of society. The integration of an individual into society is a long and complex process. It includes the assimilation of social norms and values, as well as the process of mastering roles.

Socialization proceeds in two mutually intertwined directions. On the one hand, being included in the system of social relations, the individual learns the cultural experience of his society, its values and norms. In this case, he is the object of public influence. On the other hand, by socializing, a person participates more and more actively in the affairs of society and in the further development of its culture. Here he appears already as a subject of social relations.

The structure of socialization includes a socializer and a socializer, socializing influence, primary and secondary socialization. A socializer is an individual undergoing socialization. A socializer is an environment that has a socializing influence on a person. Usually these are agents and agents of socialization. Agencies of socialization are institutions that have a socializing influence on the individual: the family, educational institutions, culture, the media, public organizations. The agents of socialization are the persons directly surrounding the individual: relatives, friends, teachers, etc. So, for a student, an educational institution is an agent of socialization, and the dean of a faculty is an agent. The actions of socializers directed at socializers are called socializing influence.

Socialization is a process that continues throughout life. However, its content and focus may change at different stages. In this regard, primary and secondary socialization are distinguished. Primary socialization is understood as the process of formation of a mature personality. Under the secondary - the development of specific roles associated with the division of labor. The first begins in infancy and continues until the formation of a socially mature personality, the second - during the period of social maturity and continues throughout life. As a rule, the processes of desocialization and resocialization are associated with secondary socialization. Desocialization means the rejection of the individual from previously learned norms, values, accepted roles. Resocialization is reduced to the assimilation of new rules and norms to replace the lost old ones.

So, socialization is understood as the whole multifaceted process of humanization of a person, which includes both biological prerequisites and the very entry of an individual into the social environment and implies: social cognition, social communication, mastering the skills of practical activity, including both the objective world of things and the entire a set of social functions, roles, norms, rights and obligations, etc.; active reconstruction of the surrounding (natural and social) world; change and qualitative transformation of the person himself, his comprehensive and harmonious development.

Phases and stages of personality socialization

The process of socialization of the individual consists of three phases. In the first, the individual adapts, i.e., mastering various social norms and values, he must learn to be like everyone else, to become like everyone else, to “lose” his personality for a while. The second phase is characterized by the desire of the individual for maximum persocialization, impact on people, self-actualization. And only in the third phase, with a favorable outcome, does the integration of the individual into the group take place, when he is represented in others by his characteristics, and the people around him have a need to accept, approve and cultivate only those of his individual properties that appeal to them, correspond to their values, contribute to the overall success, etc. Any delay in the first phase or hypertrophy of the second phase can lead to disruption of the socialization process and its negative consequences. Such socialization is considered successful when a person is able to protect and assert his individuality and at the same time is integrated into a social group. However, it is important to take into account the fact that a person throughout his life is included in different social groups and, therefore, repeatedly goes through all three phases of socialization. However, in some groups it can adapt and integrate, but not in others, in some social groups its individual qualities are valued, while in others it is not. In addition, both the social groups themselves and the individual are constantly changing.

Socialization includes various stages, stages. In modern sociology, this issue is resolved ambiguously. Some scientists distinguish three stages: pre-labor, labor and post-labor. Others divide this process into two stages: "primary socialization" (from birth to a mature personality) and "secondary socialization" associated with the restructuring of the personality during its social maturity. There are other points of view.

Childhood

In the Middle Ages, the concept of childhood that is characteristic of our time simply did not exist. Children were looked upon as little adults. Art and written documents from the Middle Ages depict adults and children together in the same social environment, wearing the same clothes and doing mostly the same activities. The world of fairy tales, toys and books, which we consider the most suitable for children, has appeared relatively recently. Up until the 17th century. in Western European languages, the words for young males - "boy" (in English), "garson" (in French) and "Knabe" (in German) (all three words are translated as "boy"), served to describe a man at the age of about 30, leading an independent lifestyle. There were no special words for male children and adolescents between the ages of 7 and 16. The word "child" expressed family relationships rather than age differences. Only at the beginning of the XVII century. began the formation of a new concept of childhood.