Environment as a factor in the formation of personality. Chapter II

The biological factor affects the development process not directly, but indirectly. Hereditary and congenital features are only possibilities for the future development of the individual. Its course largely depends on the environment, in which system of living conditions and relationships the biological individual will be included.

The concept of environment includes the entire set of conditions in which the development of the organism is carried out.
The environment includes three components: natural, material (or objective) and social.
The natural environment is climate, vegetation, geographical conditions. The natural environment has an indirect influence through the way of life, the work of adults. It is known that the games of children living on different continents are different.

The material environment is represented by an artificial world created by the person himself - these are household items that form the immediate environment of a person, buildings, books, works of art, etc. In the course of his development, the child gradually masters the ways of using these things; objects around him contribute to the formation of ideas.

But the most important thing for development is the social environment. The facts available in science prove that outside of human society, a baby cannot become a real person, a person.

At the beginning of the 20th century, Indian psychologist Reed Singh discovered two girls in a wolf pack: eight and one and a half years old. The youngest died a year later, and the eldest lived to be 17 years old. For 9 years, she was almost able to wean her from wolf habits, but the girl essentially never mastered the speech, with great difficulty she used only about 40 words.

History has examples that, under appropriate environmental conditions, an individual can achieve a high level of development.

The expedition of the French scientist J. Vellar discovered in a village lost in the depths of the forests of Central America, abandoned to the mercy of fate, a little girl, who was later named Marie Yvon. She belonged to the Guaiquil tribe, the most backward in the world. The girl was brought to Paris and placed in a school. Ultimately, she turned into an intelligent, highly educated, cultured woman.

The social environment is a relationship of three components.

The macroenvironment is society, certain socio-economic and socio-political conditions of life. Its influence is carried out mainly through the media, books, laws and rules established in society, through the requirements and evaluation of morality and aesthetics.

The mesoenvironment includes the national-cultural and socio-demographic characteristics of the region in which the child lives.

The microenvironment is the social environment of the child's life activity with which he directly contacts (family environment, adult society, peer groups in various educational institutions and in the yard where the child lives). Interaction with these elements of the environment is of exceptional importance for the development of the child. What kind of people are included in the microenvironment of the child, what is the content of their communication with the child, what is the nature of the relationship, largely depends on what personality traits will be formed in him.

As the child grows older, he enters into different contact groups.

The first and very significant, especially in the first years of life, microgroup is the family. Researchers, in particular E.V. Subbotsky1, noted that the formation of a child’s personal qualities is largely determined by the peculiarity of the family microclimate: children brought up in an atmosphere of benevolence and respect for the child’s personality have many advantages over children living in more unfavorable conditions.

Modern research shows that, unfortunately, negative trends are growing in families. For example, the American psychologist W. Bronfenbrenner (data taken from the book by L. F. Obukhova) indicates that there is an increasing tendency towards alienation in parent-child relationships. Among the main reasons, he identifies the following: the employment of parents, the increase in the number of divorces, the low level of material well-being and, on the contrary, the achievements of civilization (separate bedrooms, TVs in each room, etc.). Similar trends have emerged in our society. This leads to the formalization of contacts (did you do your homework, did you eat) and impoverish the content of communication between parents and children.

At the same time, communication with an adult is extremely important for the development of the child's psyche. The studies of N. M. Shchelovanova, N. M. Aksarina and many others indicate that the lack of communication with parents, the limited microenvironment are the causes of such a phenomenon as hospitalism.

It is known that an important achievement of infancy is the emergence of a need for communication with people, which prompts him to seek contact with an adult. But this need does not arise or is extremely late with hospitalism. Deprived of communication, children do not show interest in the world around them, are in a semi-drowsy state, passively react to external signals.

With the expansion of the circle of relationships, with the child entering a preschool institution, another adult, the educator, is included in his microenvironment. The nature of the relationship with him, his assessment to a large extent affect the formation of the child's personality.

In addition, the child interacts with children, that is, the “child-child” system begins to stand out in the microenvironment. Ya. L. Kolominsky, T. A. Repina and others note the significant influence of a child's communication with peers on the development of his personality. Through the attitude of peers towards him, an understanding is formed, an assessment of himself, the ability to correlate his desires with the interests of other people.

So, at the beginning of the life path, the child is included in the dyad "child-mother (significant adults)". Then the "child-child" system is connected, which naturally changes in the process of development (kindergarten group, school class, out-of-school educational team, production team). At a certain stage of development, with the creation of a family, there is a return to the framework of the family environment, but in a new capacity - as a parent. This is the vertical axis of human life.

But the movement of personality in groups also occurs horizontally. At every moment of life, a person is involved in a complex system of various non-contact and contact communities. A unique situation of interpersonal interaction is emerging: role, status, nature of relationships, etc.

So, the environment, especially social, has a significant impact on the mental development of the child. In different years of life, each of the components of the environment has a different meaning. However, the influence of the environment is not absolute: the child not only experiences the impact, but also transforms the world itself. He interacts with the environment in the process of activity, both his own and organized by an adult. The expression of interaction is the activity of the child himself.

External and internal conditions of socialization and the role of a social teacher in their harmonization.

Socialization proceeds in the interaction of children, adolescents, young men with a huge number of various conditions that more or less actively influence their development. These conditions acting on a person are usually called factors. In fact, not all of them have even been identified, and far from all of the known ones have been studied. About those factors that were studied, knowledge is very uneven: quite a lot is known about some, little about others, and very little about others. More or less studied conditions or factors of socialization can conditionally be combined into four groups.

The first - megafactors (mega - very large, universal) - space, planet, world, which to some extent through other groups of factors influence the socialization of all inhabitants of the Earth.

The second - macrofactors (macro - large) - the country, ethnic group, society, state, which affect the socialization of all living in certain countries (this influence is mediated by two other groups of factors).

The third - mesofactors (meso - medium, intermediate), the conditions for the socialization of large groups of people, distinguished: by the area and type of settlement in which they live (region, village, city, town); by belonging to the audience of certain mass communication networks (radio, television, etc.); by belonging to certain subcultures.

Mesofactors influence socialization both directly and indirectly through the fourth group - microfactors. These include factors that directly affect specific people who interact with them - family and home, neighborhood, peer groups, educational organizations, various public, state, religious, private and counter-social organizations, microsociety.

The concept of the social environment denotes a specific originality of social relations at a certain stage of their development. In this it differs from the concept of socio-economic formation and complements it. The concept of the social environment characterizes not the essence of social relations, but their concrete manifestation. Capitalism as a socio-economic formation is subject to the same socio-economic laws. But, manifesting itself in specifically special forms, the operation of these laws creates a specific social environment that differs from other social environments. It is in this particular social environment that individuals and groups operate. Moreover, if historical personalities and large groups (classes, nations) operate in a broad social environment, then the sphere of action of small groups and their constituent individuals is the microenvironment, the immediate social environment.

A specific social environment appears in the psychological aspect as a set of relations between the individual and groups. The relationship between the social environment and the individual has a rather significant moment of subjectivity. If a class cannot change its place in the socio-economic formation without destroying itself as a class, then a person can change his place in the social environment, can move from one social environment to another and thereby construct his own social environment to a certain extent.

Of course, the mobility of the individual in the social environment is not absolute, it is limited by the objective framework of socio-economic relations, the class structure of society. Nevertheless, the activity of the individual, especially in relation to the microenvironment she chooses, cannot be underestimated. The practical significance of this issue is revealed, in particular, in the analysis of the causes of crime.

The social environment in relation to the individual has a relatively random character. This randomness is especially great in psychological terms, since the character and characteristics of certain personalities leave their mark on their relationships. But even this randomness is manifested only up to certain limits. It is limited by the necessity of relations determined by a certain socio-economic system.

Educational environment as a factor in personal development

GEF defines the concept of "educational environment" asa set of factors formed by the way of life of the school: the material resources of the school, the organization of the educational process, nutrition, medical care, the psychological climate.

The educational environment is a holistic qualitative characteristicthe inner life of the school, which:

- is determined by those specific tasks that the school sets and solves in its activities;

- is manifested in the choice of means by which these tasks are solved (the means include the curricula chosen by the school, the organization of work in the classroom, the type of interaction between teachers and students, the quality of assessments, the style of informal relations between children, the organization of extracurricular school life, material and technical equipment schools, design of classrooms and corridors, etc.);

Principles of formation of the educational environment:

• activity-education-personality;
• openness, integrity, consistency, interconnection;

and the interdependence of all elements of the educational environment, which has a single methodological basis;

• redundancy of resources, providing personal choice, development of individuality
• functional diversity of environmental elements, ensuring the development of various types of activities;
• self-identification of a person;

One of the most important components of the educational environment iscomplex of educational equipment

The complete equipment of the educational institution is provided by three interconnected sets:

• general school equipment
• equipment of subject rooms
• equipment that ensures the organization of extracurricular activities, including modeling, scientific and technical creativity, educational, research and project activities.

An office for extracurricular activities was opened at the gymnasium this academic year. Despite the large occupancy of the school, the administration found an opportunity to allocate the most spacious office for this purpose.

The exterior design, equipment, and occupancy were thought out. We decided that it would be unwise to spread this huge amount of manuals and games around the cabinets and decided to collect everything in one place. It was decided to allocate several zones in the office - for outdoor games, for group classes, for an information and communication center.

Thus, Our office has multiple goals. –

1. It is the information and multimedia center of the elementary school.
2. This cabinet can be used as a sensory room and a psychological relaxation room.
3. Playroom.

Our office is equipped with a set of netbooks with Internet access, the software is gradually being updated - a variety of simulators, testing systems, and training programs are being installed. There is a multimedia complex that allows you to conduct a variety of classes. There are digital microscopes, an electronic pedometer and other modern devices that allow children to diversify their cognitive activities. Language-based integrated creative environment Logo for primary school and out-of-school education. Via Pervologo 4.0 children learn to write, read and count, develop their speech and artistic abilities, and, of course, master modern computer technologies.In the lesson activities, the children also actively master ICT technologies, work with interactive complexes and mobile computer classes.

The selected equipment develops the sensory perception of children, helps to relax in playing with sand, in outdoor games. Children through classes with a variety of benefits develop motor skills, eye, coordination of movements. All these tasks can be solved by the Pertra complex, developed by Marianna Frostig. This complex allows you to carry out correctional work with lagging behind children, develops creative abilities. Children can build mazes by developing spatial thinking by coordinating eye and hand movements. By sorting figures and beads, they learn to classify objects, highlight common features, and much more. Tactile boards develop tactile perception, hand-eye coordination. Hsets for drawing on the sand, exercise equipment for physical workouts,

Children and teachers often use this office for educational games. A large number of educational and educational games have been collected here that help to learn and consolidate computing skills, expand vocabulary and horizons. These are the famous Nikitin cubes, which develop logic, the ability to predict and plan the results of their activities, inThe complete set of the office includes all kinds of children's games, mosaics, constructors.

SENSINO game: On the vertical surface of the easel, there are 12 holes in a circle, into which the hand passes. Linen bags - "minks" are attached to these holes on the reverse side. Magnetic chips are placed on the roulette magnets located in the center of the easel, and non-magnetic chips are laid out in "minks". The player must by touch find in the minks a pair for each magnetic chip.

Needlework sets. There is a puppet theater. For all modules that organize extracurricular activities with students in grades 1-3, this room has enough equipment

Olga Nechaeva
Subject-developing environment as one of the factors of comprehensive development of the child

The modern education system, in accordance with the requirements of the time, is in a state of renewal and is based on the principles of dynamism, variability of organizational forms, flexible response to the needs of society and the individual.

concept « development environment» is an organized pedagogical space within which there are favorable opportunities for child development in preschool.

One of the most important factors in the development of the child's personality is the environment where he lives, plays, studies and rests. The space organized for children in an educational institution is a powerful incentive for them development.

The formation of personality is an important task of pedagogy, as it allows to form in everyone child's ideas about the purpose of life. Having developed an image environments, child begins to compare it with reality, to seek or transform it in accordance with his representations. In a preschool institution, the furnishings of all rooms serve one task - education and child development. Creating such a favorable environment is a great art, which includes a reasonable and beautiful organization of space and its elements.

Special importance in the DOE is given subject-play environment, since the main activity child is the game and its influence on the versatile development personality is hard to overestimate. A wide variety of children's games in a preschool institution should be provided by the creation subject-play environment.

According to GEF DO subject development environment groups are divided into the following types of children's activities: game; motor; cognitive research; communicative; productive; musical and artistic; labor; reading and fiction.

Wednesday must be filled:

For some, it is still unattainable.

Strategy and tactics of building environments are defined features of a personality-oriented model of education. Her main features these are: an adult in communication with children adheres to provisions: “Not near, not above, but together!” Its purpose is to contribute to the development of the child as an individual.

This is suggests decision of the following tasks:

Provide a sense of psychological security - the child's trust in the world.

The joys of existence (mental health).

Development of the child's personality.

Ways of communication - understanding, recognition, acceptance of personality child, the main ones on the emerging ability in adults to take a position child, take into account his point of view, do not ignore his feelings and emotions.

Communication tactics - cooperation.

R. B. Sterkina notes that development environment in a preschool educational institution, from the point of view of psychological and pedagogical requirements, should meet the concern for his emotional well-being and create conditions for his development must be built taking into account the possibilities child communicate not only with children of the same age, but also in communities of different ages, not only with the teacher who leads him, but also with other adults (cook, watchman, parents, etc.).

The environment in my group is designed in such a way that give the child opportunity to make their own choices. Children develop best when they are really passionate about the learning process. carefully thought out development environment she encourages children to explore, be active, take initiative and be creative.

To subject group play space content relate:

Games, items and play materials, With which child acts mainly independently or in joint activities with adults and peers (for example, a geometric constructor, puzzles, etc.);

Teaching aids, models used by adults in the process of teaching children (e.g. number ladder, educational books);

Equipment for children to carry out various activities (e.g. materials for experimentation, measurements).

Influence Success subject-developing environment on the development of the child due to its activity in this environment. Wednesday should be the subject of this development. The ability of children to freely navigate in space and time helps them to easily adapt later to the peculiarities of school life.

AT subject-developing environment I organize various forms of children's activities preschoolers: educational activities in various areas, joint activities of a teacher with children, independent activities of children. For this purpose, centers have been organized in the group where game materials are placed that contribute to speech, cognitive, artistic, aesthetic, communicative, physical child development. These are didactic educational and logic games aimed at development the logical action of comparison, the logical operations of classification, recognition by description, orientation by the scheme, models, the formation of control and verification actions ( "It happens?", "Find the mistake", "Compare") and others. For development logic games are used with Gyenes logic blocks, "The Fourth Extra", "Find differences" etc. Useful games on development skills in counting and computational activities, as well as aimed at development mental processes (attention, memory, thinking).

Subject environment is designed in accordance with the educational program of our educational institution and performs the following requirements:

Provides complete and timely child development;

Encourages children to activity;

Promotes development independence and creativity;

Provides development of the child's subjective position.

Increasing children's independence and cognitive interests defines wider use in the group of cognitive literature (children's encyclopedias, workbooks.

The material of the centers is constantly changing and supplemented with new ones in accordance with the program being implemented.

Thus, subject-developing environment should give the child feeling of psychological security development preschoolers have creativity and independence.

Related publications:

Consultation "Object-spatial developing environment as a means of shaping the child's personality" There is no such side of education, understood as a whole, on which the situation would not be influenced, there is no ability that was not found.

One of the most important factors in the development of a child's personality is the environment in which he lives, plays, studies and rests. Space organized.

Consultation "The subject-developing environment of the group as a means of developing oral speech of preschoolers" With the introduction of the Federal State Educational Standard for Preschool Education, favorable conditions for development are determined.

Subject-developing environment as a means of developing the gaming activity of preschoolers The game is the leading activity of a preschooler and one of the ways to manifest and express oneself, one's feelings, thoughts, attitudes towards the environment.

Subject-developing environment as a means of developing sensory standards for preschool children Preschool age is the most favorable time for sensory education, without which the normal formation of mental abilities is impossible.

Environment as a collection conditions the existence of humans and other living organisms and

upbringing refers to the external factors of personality development. (A condition is a circumstance on which something depends; a setting in which something happens.)

The term "environment" has several meanings. Environment - natural, socio-economic and material conditions of life of the human community and each person. From this definition it follows that part of the environment are: 1) environment - geographic - this is a certain territorial landscape with its own climate, diversity of relief, flora and fauna, natural resources, environmental conditions, etc.;

2) social environment - “social, material and spiritual conditions surrounding a person for his existence, formation and activity” (Philosophical Encyclopedic Dictionary. M., 1983. P. 651).

The geographical environment undoubtedly influences the process of personality formation. The history of human society testifies that all known ancient civilizations existed in territories that were exceptionally favorable in terms of geographical environment. Despite the fact that under the conditions of technological progress the role of natural factors is somewhat reduced, and at present there are areas on Earth (permafrost and excessive moisture, deserts and mountains, earthquakes, etc.), in the natural conditions of which the socialization of the individual is difficult . At the same time, some Western scholars believe that the geographic environment plays an almost paramount role in the development of peoples. In their opinion, peoples living in favorable geographical conditions in different historical periods “slowed down” the pace of their industrial and social development, consuming ready-made gifts of nature. On the contrary, the peoples living in more severe conditions have become steeled in the struggle against them and have created a powerful industrial and intellectual potential. We can partly agree with this.

Most researchers, recognizing the role of the geographical environment, consider it only a prerequisite for the formation of personality. Emphasizing a certain formative influence of the natural environment on a person, they speak with a certain degree of conventionality of "pedagogy of the mountains", "pedagogy of the steppes", "pedagogy of the sea", etc.

The most important factors in the formation and socialization of the individual include precisely social environment. At the same time, they distinguish (according to A.V. Mudrik):

megafactors of the environment(mega - universal, very large) - space, planet, world that affect the socialization of all inhabitants of the Earth;

environmental macro factors(macro - large) - country, society, state, ethnic group, affecting the socialization of all people living in certain countries;

mesofactors of the environment(meso - medium, intermediate) - the influence of large groups of people identified on a national basis (small ethnic group, small nationality); by area and type of settlement in which they live (region, village, city, township); by belonging to the audience of certain mass communication networks (radio, television, Internet, etc.); by belonging to one or another subculture;

environmental microfactors- the immediate social environment of a person (microsociety), including the family, peer groups, various organizations (educational, professional, public, religious, etc.) in which social education is carried out. As a result of the interaction of all the above factors, conditions are created for the socialization of the individual. In the process of socialization, the personality is integrated into the social system, its adaptation (adaptation) to the conditions of the social environment through the assimilation of social experience, values, norms, attitudes inherent in society as a whole and its individual groups. On the other hand, the socialization of the individual involves (includes) the process of self-actualization of the "I-concept", self-realization by the individual of his potentialities, creative abilities, and hence the self-development of the individual. In the process of socialization, two tendencies appear: social typification, on the one hand, and autonomization, individualization of the individual, on the other.

So, the essence of socialization is revealed in the processes of adaptation, integration, self-development and self-realization.

Socialization is a continuous process that lasts a lifetime. A person lives in a constantly changing social environment, experiences its various influences, is included in new activities and new relationships, and in accordance with these, performs various social roles. That is why, in the course of his life, he acquires new social experience, simultaneously reproducing already acquired social relations and influencing one way or another on his social environment.

In the broadest sense, socialization occurs in conditions of spontaneous interaction between a person and the environment. If the interaction with the environment is specially organized and directed to the development and formation of the personality, i.e. purposefully, then the third important factor in the formation of personality comes into play, namely upbringing as a social function of society and a pedagogical process.

Upbringing (education, training) can be characterized as a process of purposeful and consciously controlled socialization. Education streamlines as far as possible the whole range of influences on the personality and at the same time creates favorable conditions for development, socialization, and personality formation.

Education will be most effective if it is, according to L.S. Vygotsky, is aimed not so much at the actual zone of the child’s development, but rather at the “zone of his proximal development”. Under the "zone of proximal development", as you know, the scientist understood everything that a child can do in cooperation and under the guidance of adults or older children. Education focused on the "zone of proximal development" of the child "leads his development."