The environment as the most important factor in the development of personality. Social environment as a factor in personality development

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 grades, 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. –

It is the information and multimedia center of the elementary school.
This cabinet can be used as a sensory room and a psychological relaxation room.
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. It contains a large number of educational and educational games 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

Malysheva I.V. Environment as a factor in the development of a child// Concept. –2015. -№04 (April).-ART15110. -0.6p. l. –URL: http://ekoncept.ru/2015/15110.htm. – State. reg. El No. FS7749965.–ISSN 2304120X. one

ART15110UDK 37.061

Malysheva Irina Vladimirovna,

Senior Lecturer, Department of Theoretical and Applied Psychology, Togliatti State University, Togliatti [email protected]

Environment as a factor in child development

Annotation. The article is devoted to the study of the child's living space in terms of its influence on the overall mental development. The physical and social components of the environment are distinguished. An analysis is made of the behavioral characteristics of the child in the environment, the types of buildings created by him and various types of play interaction with the surrounding space are described. A generalization of the principles of organization of the environment for children is given. Key words: living space, age-related development, environmental factors, play, activity, psychomotor sphere. Section: (01) pedagogy; history of pedagogy and education; theory and methodology of training and education (by subject areas).

Usually, when they talk about environmental conditions, they primarily mean the social situation of the child's development, the characteristics of the social environment, inclusion in the system of relations, the quality and content of communication. But the concept of environment is also a living space, which includes a much larger number of variables that affect the specifics of ontogeny and the formation of personal characteristics. According to H.E. Steinbakh and V.I. Elensky, one should distinguish between the concept of "environment" and "environmental factor"; the environment is everything that is around us, including objects, phenomena, people, space, events that fill it, including the system of relationships we have built with what surrounds us. Undoubtedly, in ontogenesis, the primary interaction will be with the physical world, which appears before a small child in a huge number of variables, properties, qualities, relationships. The objective world "leads" and directs development in the first years of life, it mediates interaction with adults; the object and the action with it fill the content side of speech and form visual and effective thinking. Then, the expansion of practical experience allows one to accumulate impressions from interaction with the objective world, which serves as the basis for generalized ideas and creates the basis for a new round of development. The fact that at some stage relationships with other people come to the fore does not diminish the importance of the impact of the material world. The zone of socialization does not eliminate the variety of complex connections between a person and the living space, which continue to play a huge role in his development. The living environment surrounding the child and his activity are inextricably linked. Space acts not only as a condition and activator of the child's activity - we can talk about their interaction and their mutual influence on each other. The relationship of the child with the environment was studied in most detail by M.V. Osorina, who considered the child's mastery of the surrounding world in the triad "adult-space-child" as the formation of the latter's vital functions. All this has its own specifics and is determined by quite important things. The child builds his relationship with space according to Malysheva IV Environment as a factor in the development of the child// Concept. –2015. -№04 (April).-ART15110. -0.6p. l. –URL: http://ekoncept.ru/2015/15110.htm. – State. reg. El No. FS7749965.–ISSN 2304120X. 2

principles different from adults, therefore, the perception of it and the need for it will be different. The main focus of the active activity of the child is to penetrate, explore, master. The child enters into a complex system of emotional experiences associated with different places, this allows him to realize a number of very important needs associated with the formation of his self-consciousness. The basis for the formation of personality is laid in children's communication, which develops through joint activities in the living environment and manifests itself in territorial behavior. Joint event activities are distinguished by Yu. A. Aksenova as the basis of the worldview and image of the world, born from the individual picture of the world of the child, which is built in the coordinate system of experience gained in interaction with the outside world. Having analyzed the most important aspects of environmental factors, we single out the most significant, in our opinion, variables associated with life human environment: environmental influences, its properties, qualities and metric parameters; movements in the environment associated with tonic-activating impulses, such as intra-effect; expansive impact on the environment as an extra effect; spatial movements associated with the awareness of one's "I", in particular "I-bodily" ; interaction with the environment, establishing affective connections with the world; movement as a resource training of the functional systems of the body; the activity component of the movement, in particular, for example, productive activity, when movements acquire the character of influence; acts of communication and social behavior; cultural understanding of the environment; existential meaning New experience and living of the environment. Proponents of an interdisciplinary approach to the study of the environment believe that only a serious scientific understanding of the interaction of a person with his environment leads to the creation of optimal environmental conditions. The perception of the environment is “embedded” in our experience, therefore it is necessary to consider the experience acquired by a person in the environment from two different angles: the first is activity, when the environment acts as an object of directed activity, the second is behavior, and here we can also distinguish different aspects of existence in the environment . M. Chernoushek reduces the problem of human behavior in the environment to three main points: the relationship of behavior with cognitive structures, the selectivity of the human perceiving system, which encourages or hinders the role of the environment in interaction between people. Our interaction with the environment is accompanied by a variety of contacts with other people, associated with social activity, so the interests of environmental psychology are closer to social psychology than to the psychology of perception. The surrounding space very often determines the role behavior of a person through the meaning and attributes of the place, cultural regulations and prescriptions. It sets the tone of mood, generates meanings and scenarios for living a moment in time. Reactions to environmental influences are made up of affective impulses generated by the material texture of objects, their organization and symbolic context. Thus, a reflection of space in the mind is a map of space, that is, a system of figurative ideas about its structure, an emotional response to the quality and characteristics of the environment and the content of behavioral scenarios associated with a particular place. Malysheva I. V. Environment as a factor in the development of a child// Concept . –2015. -№04 (April).-ART15110. -0.6p. l. –URL: http://ekoncept.ru/2015/15110.htm. – State. reg. El No. FS7749965.–ISSN 2304120X. 3

Speaking about the tasks, forms and methods of teaching, we often mention the child's activity both as the ultimate goal and as a necessary condition for development. Activity is always determined by the presence of its own goal. Considering activity in relation to the environment, we consider two large groups of types of activity: adaptive behavior and activity of the subject. Adaptive behavior, by definition, is similar to passive response, but it can also be expressed in intense actions, although they are always limited by the situation. We can consider adaptive behavior as a variant of adaptation to the environment, but we believe that it is necessary to dwell on the following point here: adaptation can take the form of active activity to change the environment itself, in fact, everything that is created by human culture can be considered as a variant of adaptation to living conditions. In other words, in this context, adaptive behavior can be defined as reactivity in response to environmental stimuli, which determines the most optimal position in relation to the latter. The construction of the subject's activity in relation to the environment is characterized by the presence of its own goal, which is taken out of the existing situation. it presupposes the ability to overcome the set, limitation and barriers of a given activity. So, in contrast to reactivity, when a person's actions are conditioned by the previous situation, activity is expressed in the actions performed, conditioned by the internal states of the subject. Activity is always determined by the presence of its own goal. Adaptive behavior is also expressed in intensive actions, but they are always initiated by external requirements. Search activity can serve as a good example. Search activity is expressed in behavior aimed at changing the situation or one's attitude towards it, which takes place in conditions of lack of information and the impossibility of predicting the results of activities while constantly taking into account the degree of its effectiveness. Considering a person as a subject of activity, it is necessary to single out a special need for a creative transformation of the environment, which often does not have utilitarian goals and is essentially a purely human feature. Starting from primitive communities, when a person left traces of his presence in the form of images on the walls of a cave, he manifested himself as an active creator who, through his own efforts and the organization of social labor, created a new reality. Active interaction with the environment lies in the very nature of people. Returning to the special relationship of the child with the environment, we highlight some of their important points. Entering into interaction with the objects of the environment, the child first of all shows interest in the new, which requires penetration and understanding. He must be aware of his own position and purpose, organize his activities, including actions for coordination and overcoming, since the environment sets a huge number of conditions, ignoring which does not allow you to get the expected result. The exception is situations in which the child is experimenting with objects of space and relationships, in this case, any effect obtained or its absence can be considered as an achieved goal. Studying through observation the active interaction of children with objects of space in unregulated free activity by adults, aimed at its transformation, we managed to establish the following. Appointment of artMalysheva IV Environment as a factor in the development of the child// Concept. –2015. -№04 (April).-ART15110. -0.6p. l. –URL: http://ekoncept.ru/2015/15110.htm. – State. reg. El No. FS7749965.–ISSN 2304120X. 4

essential objects of the environment - to satisfy the utilitarian needs of a person aimed at his life support. In the case of children, we are faced with a special situation: the child transforms an environment with different needs and perceptions of the situation than adults. Even if, for example, a children's building mirrors the world of adults, then it acts either as a role-playing game or performs a function that does not correspond to it. Types of buildings, ways of organizing an unformed or reorganizing a decorated space were studied in the course of observations. The study was conducted in the city of Togliatti on the basis of MBU No. 192 and No. 116 for five years, from 2005 to 2009 and in 2013, the total sample was more than two hundred people. Observations were carried out on peer groups of preschool children from 4 to 7 years old. The unregulated environmental behavior of children was studied under the following conditions: a familiar everyday environment with a stereotypically organized environment, a familiar environment with free polyfunctional objects, an experimental room, which is a free empty space with a set of basic objects that do not have a fixed purpose. In the course of observations, it was possible to identify the following types of children's buildings. Shelter buildings. Traditional objects created by children over many generations. They are a closed space, isolated from the outside world, which makes it possible to feel outside the social environment, to create borders that provide security. Buildings are observation posts. Usually these are buildings that have elevations above the plane of habitual life activity, they can serve as observation points, but in the correct version they are also equipped with a horizontal platform where the child can stay motionless for some time and observe what is happening around. Buildings that stimulate various types of movement. These include all traditional elements that either set the movement itself, for example, swings, or are aimed at setting a motor task, for example, climbing devices, targets, etc. Often such buildings can be supplemented with dynamic rather than stationary elements that come into motion and, by their effect, stimulate the child to repeat the movement, on the one hand, and on the other hand, make it possible to evaluate the applied effort in relation to the strength of the structure. Buildings are a field of experimentation. These are any buildings that “reveal” the properties of objects, and objects can be natural, for example, the creation of a dam and a stream bed. In addition to the information side, the child establishes a large number of causal relationships and improves the system of his own ideas about the world. They are aimed at recreating game models of the space of adult life, but not as an attribute for a role-playing game, but as an independent completed action, which has as its result a prototype of a man-made object. Buildings "holograms". Their purpose is the development of three-dimensional space. We usually move in a linear fashion, whether horizontally or vertically. The possibility of three-dimensional movement is provided, for example, by a trampoline or swimming, but in the usual conditions we are deprived of this. An important difference between such structures and constructions of incentives and constructions of experiments is that they are not aimed at studying the properties of external objects or setting and searching for a solution to a motor problem, but at studying one’s own body and its biomechanics. Malysheva I. V. Environment as a factor in the development of a child // Concept. –2015. -№04 (April).-ART15110. -0.6p. l. –URL: http://ekoncept.ru/2015/15110.htm. – State. reg. El No. FS7749965.–ISSN 2304120X. 5

Buildings for contemplation. A special type of buildings that have a specific function of establishing inactive and non-utilitarian links with the world. Sometimes you need to step away from the need to act and move, so children love to find and create beautiful aesthetic objects that are meant to be admired. Buildings-sensory effects. Sensory impressions are important not only at an early age, but also in adulthood and old age, not to mention preschool childhood. Sensory stimulation contributes to the general toning of the body. This is the type of building, sometimes of very primitive construction, which simply allows the child to get enough of the impressions associated with the sensations of one or more sensory modalities. After the building has been created and fulfilled its primary functional purpose, it begins to play out, that is, to be included in some imaginary situation that is different from the real one and is accompanied by a number of conditional actions. The main advantage of the game can be considered that it is the point of application of the child's own efforts at his own discretion. This makes it a valuable tool for development, since the desire to act is given by intrinsic motivation. The intensity of such interaction with the environment and its volume are determined by the constantly realized need to “go beyond” the boundaries of what has already been achieved, the need to constantly modify reality. The inclusion of space in the game situation creates an additional round of activity, since the condition of the internal correspondence of the situation is accepted, and avoiding it makes the game completely impossible, and this ensures a greater degree of involvement in the process. Joint communication during the game in free space allows you to assimilate the experience of others, the processes are turned on spontaneous learning and mutual learning of children. The field of activity of a child in the world around him is always connected with the world of people, even if this is an individual activity, since it is, in fact, the socio-cultural development of the world. Usually, a partner is required, the subject of interaction, which, along with space, has an independent value, which causes the development of the rules of communication. First of all, you need to learn how to navigate in social situations through the identification of external conditions and determine your position in them. The basis is the typology of situations, which is acquired in the course of mastering by the individual of various systems of communication in various types of activity. The child needs to correctly determine the personal characteristics and emotional states of other people, which is a form of information processing of specific material. A special role in this is played by the breadth of acquired practical experience, the personal characteristics of the individual, the ability to put oneself in the place of another person. You need to learn how to choose adequate ways of dealing with other people and implement them in the process of interaction. Such skills are realized in the activities taking place in the external plan, including its organization, forecasting the results of one's own behavior and the chosen position, analyzing and taking into account the initial conditions and intermediate assessment of the emerging situation. They also include the possession of mechanisms for building interaction. Actions with objects in the course of object-tool activity at the early stages already made it possible to learn to agree with the properties of the thing and take into account its features, restructuring one's behavior. But for the mastery of the surrounding miMalysheva I. V. Environment as a factor in the development of the child / / Concept. –2015. -№04 (April).-ART15110. -0.6p. l. –URL: http://ekoncept.ru/2015/15110.htm. – State. reg. El No. FS7749965.–ISSN 2304120X. 6

Rum also needs to master the space of joint communication. An adult can use the resource of space very effectively both in order to shape the child's personality and in order to develop him successfully. Games and other activities used in working with children can be very diverse in form, function and solve various problems. The development of the cognitive sphere of children, traditionally including the formation of knowledge, skills, and the development of thinking and memory, is understandable and obvious. We want to draw attention to a number of other tasks that should also be solved by adults. At the same time, within the framework of the analysis of the living space and its influence on the development of the child, bearing in mind that the relationship of the child with the space is determined by his movements and activities, we single out the following, the most significant, in our opinion, tasks. The development of psychomotor qualities. The most significant here is the allocation of opportunities acquiring a diverse motor experience with a wide range of variability and sufficient load modes to increase the overall endurance of the body. There are two key points here: the first is that the motor sphere is integrative in the formation of higher mental functions, so the development of complex movement coordination is important, the second is that adaptability directly depends on the functional state, so increasing endurance through motor activity in space is an expansion of adaptive resources. In addition, adaptation to the world goes, among other things, through the coordination of movements and actions with the characteristics of the surrounding space. Tonic stimulation. Tonic stimulation is especially important in early and younger preschool years. Physical contact with the objects of the surrounding world creates an internal picture of well-being, there is even a special kind of need for touch that stimulates organic and psychological health. Sensory impressions. There is a whole group of actions and games that seem completely useless to an adult for the development of a child: digging in puddles and sand, walking in the dark with eyes closed or backwards, hanging upside down, crawling in a duvet cover, twisting into curtains, etc. Required understanding in order to penetrate into the essence of this process: the child “accumulates” such impressions so that they put his sensory perception in order, it is, as it were, refined and polished. The study of the body scheme. By the age of 3–4, the study of one’s own body and its motor capabilities becomes the object of the child’s independent research activity. By the age of 5, the first ideas about this already have a formalized appearance. An adult can use this natural need of the child to develop his primary system of spatial representations and orientation in the coordinate system. It is important to teach him to use his body as a guide along the axes: I-center, top-bottom, left-right, forward-backward - and connect these ideas with the corresponding speech concepts. At the same time, the child’s self-awareness also comes into focus, the starting point in the formation of which is the perception of one’s own body. The study of the properties and parameters of the surrounding space. This task does not require special work, since up to 12 years the child “lives” a special need to study unfamiliar space and its properties. As a rule, it proceeds in the spontaneous and spontaneous movements of the child. Of particular difficulty is the study of the quality of the three-dimensional space - here every adult must find for himself and his child the optimal balance of safety. Exclude Malysheva I.V. Environment as a factor in the development of the child// Concept. –2015. -№04 (April).-ART15110. -0.6p. l. –URL: http://ekoncept.ru/2015/15110.htm. – State. reg. El No. FS7749965.–ISSN 2304120X. 7

vertical movement is somehow impossible, therefore it is better to give the child this experience of movement and an understanding of height and its features. Development of plasticity and expressiveness of movements. The main obstacle to harmonious movement is stiffness. If there are no organic disorders, then the main cause of stiffness is the lack of a varied motor experience. As a rule, "clumsy" are those children who move little. The best way to diversify the child's movements is to move away from the monotonous running, swinging and carousel riding, etc., to give tasks for coordination, coordination and balance balancing. They contain a complex motor task that will best develop the child's body. Mastering actions with objects. The object can be used as an object of influence and as a tool, in both cases it significantly restructures the child's actions and his conceptual sphere. It is not just a stimulus or a "partner" - it rather acts as a motor task, which complicates the requirements for performing a movement, forcing you to take into account the properties of the object all the time and adapt to it. Household tool actions (using a spoon, opening a faucet, sweeping, etc.) are also good for this purpose, but they quickly turn into automatism. It develops movements that require constant adjustment, for example, the ball - it is round, elastic, slippery, it moves along complex trajectories, is unpredictable during rebound and is dynamically active, unlike other objects. A changing, dynamic environment and its objects are an ideal condition for solving this problem. Development of fine motor skills of the hands. In psychology, there is a special term - "manual skill", which determines the level of development of fine coordination of movements and the degree of mastery of instrumental actions, the concept of "manual intelligence" is correlated with visual and effective thinking. It is also well known that the development of speech centers is closely related to the fine motor skills of the hands, so the development of manual motor skills is a separate task. Small objects of the environment are part of the surrounding space. They form their own segment, a kind of closed system. Focusing on the small and close transfers consciousness to the world of subtle differentiations, teaches the dosage of efforts and accuracy. Mastering one's own behavior. It should be remembered that by organizing the activities of children in the environment, we have the opportunity to solve a difficult task - the formation of behavior regulation. The child manifests the first elements of self-regulation in actions with objects, when the child restrains affective outbursts in order to achieve the goal. Then - in an outdoor game, when contradictions arise between desires and necessity, and the child makes a choice in the direction of the latter. The same applies to any joint activity, a game with pre-spoken rules, when behavior requires the child to regulate their states, limit actions, accept the position and rights of another. Based on the foregoing and speaking about the optimal organization of the child's living space, several basic principles can be distinguished. The environment should have an optimal stimulus intensity so as not to deprive or oversaturate with impressions. It should, on the one hand, create a sense of security, be familiar and stable, but on the other hand, new, evoke cognitive interests, and encourage behavioral and emotional reactions. In the environment, one should always unfold some temporal sequence of events that are significant for the child, that is, the environment should be lived. The main age and individual needs should be implemented through the activities of Malysheva IV Environment as a factor in the development of the child// Concept. –2015. -№04 (April).-ART15110. -0.6p. l. –URL: http://ekoncept.ru/2015/15110.htm. – State. reg. El No. FS7749965.–ISSN 2304120X. eight

in the form of practical environmental experience. It is important to establish a correspondence between processes and environment. The presence of polyfunctional objects of the environment without narrowly fixed functions is required, allowing not only to reorganize the material and spatial structure, but also to rebuild the tasks to be solved when new needs arise. Polyphony as a characteristic of the environment encourages creativity and activity. At the same time, it must be remembered that the surrounding physical space is only a place where human communication unfolds, and the space should be formed in such a way that it contributes to the development of children's relationships.

Links to sources 1. Shteinbakh Kh. E., Yelensky V. I. Psychology of living space. - St. Petersburg: Speech, 2004. -239 p. 2. Osorina S. B. The secret world of children in the space of the world of adults. - St. Petersburg: Izdvo "Piter", 1999. -288 p. 3. Aksenova Yu. A. Symbols of the world order in the minds of children. – Yekaterinburg: Business book, 2000.–272 p.4. ChernoushekM. Psychology of the living environment / transl. I. I. Popa.–M.: Thought, 1989. –174 p.

Irina Malysheva, Senior lecturer at the chair of Theoretic and Applied Psychology, Togliatti State University, Togliatti [email protected] as the factor of child evolution Abstract. The paper deals with the study of the child living space in terms of itseffect on mental development. The author singles out physicsocial environmental elements and analyzes behavioral peculiarities in a certain environment and types of interactions with environment. The principles of the child environment organization are described. Key words: living space, developmental age, environment factors, play, activity, psychomotor sphere.References1.Shtejnbah,H. Je. & Elenskij, V. I. (2004) Psihologija zhiznennogo prostranstva, Rech", St. Peterburg, 239 p.(in Russian). 2. Osorina, S. V. (1999) .(in Russian).3.Aksenova,Ju.A. (2000) Simvoly miroustrojstva v soznanii detej,Delovaja kniga, Ekaterinburg,272 p.(in Russian).4.Chernoushek,M.(1989) Psihologija zhiznennoj sredy/ per I. I. Popa, Mysl", Moscow, 174 p. (in Russian).

DenisovaE. A., candidate of psychological sciences; Gorev P. M., candidate of pedagogical sciences, editor-in-chief of the journal "Concept"

Received a positive review Received a positive review Received a positive review 04/10/15 Accepted for publication 04/10/15

The development of a child is influenced not only by heredity, but also by the environment. The concept of "environment" can be considered in a broad and narrow sense. The environment in a broad sense is the climatic, natural conditions in which the child grows. This is the social structure of the state, and the conditions that it creates for the development of children, as well as culture and life, traditions, customs of the people. The environment in this sense affects the success and direction of socialization.

But there is also a narrow approach to understanding the environment and its influence on the formation of a person's personality. According to this approach, the environment is the immediate subject environment. In modern pedagogy, there is the concept of "developing environment" (built in a special way in order to most effectively influence the child). In pedagogy, when it comes to the environment as a factor in education, we also mean the human environment, the norms of relationships and activities adopted in it. Often, the negative influence of the environment (street) is highlighted, it is associated with its saturation with negative role models.

The environment as a factor in the development of personality is essential: it provides the child with the opportunity to see social phenomena from different angles. Its influence is, as a rule, spontaneous, hardly amenable to pedagogical guidance, which, of course, leads to many difficulties in the way of personality development. But it is impossible to isolate the child from the environment. The influence of the environment on the formation of personality is constant throughout a person's life. The difference is only in the degree of perception of this influence.

Examples of the development of children who fell into the environment of animals from infancy show that these human inclinations did not develop in them, and the ability to develop them turned out to be so inhibited that even after these children got into human society, they with great they learned the simplest forms of communication with people with difficulty and did not get used to the lifestyle of modern man.

The environment is the reality in which a person develops:

social environment (social system, system of production relations, material living conditions, etc.); the social environment is referred to as a remote environment;

close environment (family, relatives, friends).

The home environment has a huge impact on human development, especially in childhood. The family largely determines the range of interests and needs, views and value orientations of the child; the family provides conditions (including material ones) for the development of the child's natural inclinations; the moral and social qualities of the individual are laid in the family.

The social processes that have the greatest impact on human development include, first of all, changes in living conditions in the city and in the countryside, migration processes, i.e., population movements within the country, from city to village and vice versa, demographic processes - changes in birth rate, life expectancy, marriage age, etc.

The main social institutions influencing the development and formation of a person's personality include: the family as the main unit of society, educational institutions covering all parts of the public education system, out-of-school and cultural and educational institutions, mass media dissemination of information.

FEDERAL AGENCY FOR EDUCATION

State educational institution of higher professional education

FAR EASTERN STATE UNIVERSITY

Academy of Ecology, Marine Biology and Biotechnology

Department of Ecology

Department of General Ecology

Zhuk Alexandra Evgenievna

ENVIRONMENTAL FACTOR IN PERSONALITY FORMATION

Vladivostok

CHAPTER I. PERSONALITY 3

CHAPTER II. CHILD'S PERSONAL DEVELOPMENT UNDER THE INFLUENCE

ENVIRONMENTAL FACTORS 5

LITERATURE 11

CHAPTER I

PERSONALITY

The formation of personality is carried out in the processes of socialization of individuals and directed education: the development of social norms and functions (social roles) by them through the mastery of diverse types and forms of activity. The wealth of which determines the wealth of the individual. The alienation of certain types and forms of activity inherent in a holistic generic person (due to the social division of labor, fixed in a class-antagonistic society by its social structure) determines the formation of a one-sidedly developed personality that perceives its own activity as unfree, imposed from outside, alien. On the contrary, the appropriation of the entire integrity of the historically established types and forms of activity by each individual in a society devoid of class-antagonistic contradictions is an indispensable prerequisite for the comprehensive and harmonious development of the individual. In addition to social, the personality acquires features arising from the specifics of the living conditions of special social communities, of which individuals are members, that is, class, socio-professional, national-ethnic, socio-territorial and age and gender. Mastering the features inherent in these diverse communities, as well as the social roles performed by individuals in group and collective activities, on the one hand, is expressed in socially typical manifestations of behavior and consciousness, and on the other hand, gives the individual a unique individuality, since these socially conditioned qualities are structured into a stable integrity based on the psychophysical properties of the subject. As a subject of social relations, a person is characterized by active creative activity, which, however, becomes possible and productive due to the mastery of the culture inherited from previous generations.

CHAPTER II

CHILD'S PERSONAL DEVELOPMENT UNDER THE INFLUENCE OF ENVIRONMENTAL FACTORS

The formation of a person's personality is a consistent change and complication of the system of relations to the surrounding world, nature, work, other people and to oneself. It happens throughout his life. Particularly important is the age of childhood and adolescence. Human development is a very complex process. It occurs under the influence of both external influences and internal forces that are characteristic of man, as of any living and growing organism. External factors include, first of all, the natural and social environment surrounding a person, as well as special purposeful activities to form certain personality traits in children (education); to internal - biological, hereditary factors. The development of a child - not only a complex, but also a contradictory process - means his transformation from a biological individual into a social being - a person.

The human personality is formed and developed in activity and communication. In the process of development, the child is involved in various types of activities (playing, labor, educational, sports, etc.) and enters into communication (with parents, peers, strangers, etc.), while showing his inherent activity, this contributes to the acquisition of a special social experience. For the normal development of a child from birth, communication is of great importance. Only in the process of communication can a child master human speech, which, in turn, plays a leading role in the child's activities and in the knowledge and development of the world around him. The leading personality traits develop as a result of external influence on the personality, its inner world.

Human development is a process of quantitative and qualitative change, the disappearance of the old and the emergence of the new, the source and driving forces of which are hidden in the contradictory interaction of both natural and social aspects of the individual.

The natural side of a person develops and changes throughout his life. These developments and changes are age-related. The source of the social development of the individual is in the interaction of the individual and society.

Three factors influence the formation of personality: upbringing, social environment and hereditary inclinations.

Education is considered by pedagogy as a leading factor, since it is a specially organized system of influence on a growing person in order to transfer the accumulated social experience.

The social environment is of paramount importance in the development of the individual: the level of development of production and the nature of social relations determine the nature of the activity and worldview of people.

The inclinations are special anatomical and physiological prerequisites for abilities for various types of activity. The science of the laws of heredity - genetics - suggests that people have hundreds of different inclinations - from absolute hearing, exceptional visual memory, lightning-fast reaction to rare mathematical and artistic talent. But the inclinations by themselves do not yet provide abilities and high performance. Only in the process of upbringing and education, social life and activity, the assimilation of knowledge and skills in a person, abilities are formed on the basis of inclinations. The inclinations can be realized only when the organism interacts with the surrounding social and natural environment.

A newborn carries a complex of genes not only of his parents, but also of their distant ancestors, that is, he has his own rich hereditary fund inherent only to him or a hereditarily predetermined biological program, thanks to which his individual qualities arise and develop. This program is naturally and harmoniously implemented if, on the one hand, biological processes are based on sufficiently high-quality hereditary factors, and on the other hand, the external environment provides the growing organism with everything necessary for the implementation of the hereditary principle.

The skills and properties acquired during life are not inherited, science has not revealed any special genes of giftedness, however, each born child has a huge arsenal of inclinations, early development and formation, which depends on the social structure of society, on the conditions of education and training, cares and efforts parents and desires of the smallest person.

At any stage of its development, a person is a natural being, and therefore obeys biological laws. But if the biological, natural, exists in both man and animal, then in both cases it differs significantly, since human biology is inextricably linked with the social conditions that have developed in the process of human development as a result of communication between people. The human environment is always social in nature and has the greatest influence on the growing and developing organism of the child. It is especially possible to influence the child's body actively with the help of such socially controlled factors as upbringing in the family and the children's team, adherence to the regime, rational nutrition, adequate physical activity, physical education, tempering procedures, and so on. The correct use of these factors can ensure the physical and spiritual development of the child and contribute to the correction of many genetic defects.

The social and biological in man are not two parallel components independent of each other. In each personality, they are so closely intertwined and interdependent that researchers single out two most important factors in the basis of a child's development - heredity and environment, which are both sources and conditions for development.

In the course of human evolution, in the process of labor activity, not only his body was improved, but, first of all, the cerebral cortex and the central nervous system as a whole. The human features of the brain were fixed in the genetic material and were inherited. However, the mental development of a person as a person is still possible only in the process of education, through the daily instillation of purely human skills in a child. If a human child, even with the “best” structural features of the brain, falls into conditions of isolation from human society, then his development as a person stops. This has been repeatedly confirmed in cases where young children fell into packs of wild animals or were subjected to artificial isolation. The mental development of a child as a human being is possible only in the environment of other people with active and passive learning of behavioral skills.

The development of the social behavior of a young child is carried out not only with the help of targeted upbringing measures. More often it occurs on the basis of the child's observation of the behavior of adults and older children. In this regard, the environmental conditions play an important role. As a rule, the closest social environment a child enters is the family microenvironment - parents, grandparents, brothers, sisters. It should not be thought that the influence of the microenvironment comes into force only when the child speaks. Already in the very first months, the nature of adult care for children largely determines their mental development. Lost during this period is difficult to make up in the future. Isolation of children from their parents can lead to limited, lack of communication with others to adverse changes in their development, even to the emergence of some psychopathic traits. For the formation of the personal qualities of the child, the family atmosphere in which the child lives is significant: whether the parents take a single position towards him or different, whether they show him mainly strictness and exactingness towards him, or tenderness and courtesy, whether the family has a warm, friendly character or they are dominated by formality, coldness, etc. It has been noticed that in those families where parents, not showing sufficient warmth to the child, often replace it with obsessive control, edification and moralizing, allow insults and humiliation, ridicule and physical punishment for mistakes and failures, children grow up insecure, have little initiative, with low self-esteem and claims. These qualities interfere with the full development of the child, not only in the preschool years, but also in later life.

Children brought up in an atmosphere of benevolence and support have many advantages - they have more opportunities to develop their activity, they more often show creativity, originality, friendly feelings, show more emotionality in their relationships than their peers living in conditions of excessive severity, lack of warmth, affection.

The structure of the family and the nature of intra-family relations have a great influence on the health of the child and the development of his personal characteristics. The harmonious development of the personality is often hampered by long-term conflict situations in the family, divorces of parents, the upbringing of an “only” child, etc. In such families, children often suffer from neuroses, study worse, lag behind in physical development, and often suffer from various somatic diseases.

If such a child falls ill, further asthenization of the body occurs, leading to a decrease in physical and mental activity, to a weakening of its reactivity in relation to other adverse environmental factors and predisposing to new diseases.

Many physical, biological and social factors are involved in the complex process of personality formation. The long-term negative impact of these factors on the growing and developing body of the child can lead to abnormal personality development and contribute to the emergence of neuropsychiatric disorders. For the education of a harmonious personality and the prevention of neuropsychiatric disorders in children, the socio-economic structure of society, the system of state and medical preventive measures are of great importance. In the process of development, the child is formed as a person, reflecting the social side of his development, his social essence.

LITERATURE

FEDERAL AGENCY FOR EDUCATION

State educational institution of higher professional education

FAR EASTERN STATE UNIVERSITY

Academy of Ecology, Marine Biology and Biotechnology

Department of Ecology

Department of General Ecology

Zhuk Alexandra Evgenievna

ENVIRONMENTAL FACTOR IN PERSONALITY FORMATION

Vladivostok

CHAPTER I. PERSONALITY 3

CHAPTER II. CHILD'S PERSONAL DEVELOPMENT UNDER THE INFLUENCE

ENVIRONMENTAL FACTORS 5

LITERATURE 11

CHAPTER I

PERSONALITY

Personality is a stable system of socially significant features that characterize an individual, a product of social development and the inclusion of individuals in the system of social relations through active objective activity and communication. Personality properties - this is what brings individuals together due to the commonality of historically and socially determined features of their life. An individual becomes a person in the process of mastering social functions and developing self-awareness, i.e., realizing his self-identity and uniqueness as a subject of activity and individuality, but precisely as a member of society. The desire to merge with the social community (to identify with it) and at the same time - to isolation, the manifestation of creative individuality makes a person both a product and a subject of social relations and social development at the same time. The formation of personality is carried out in the processes of socialization of individuals and directed education: the development of social norms and functions (social roles) by them through the mastery of diverse types and forms of activity. The wealth of which determines the wealth of the individual. The alienation of certain types and forms of activity inherent in a holistic generic person (due to the social division of labor, fixed in a class-antagonistic society by its social structure) determines the formation of a one-sidedly developed personality that perceives its own activity as unfree, imposed from outside, alien. On the contrary, the appropriation of the entire integrity of the historically established types and forms of activity by each individual in a society devoid of class-antagonistic contradictions is an indispensable prerequisite for the comprehensive and harmonious development of the individual. In addition to social, the personality acquires features arising from the specifics of the living conditions of special social communities, of which individuals are members, that is, class, socio-professional, national-ethnic, socio-territorial and age and gender. Mastering the features inherent in these diverse communities, as well as the social roles performed by individuals in group and collective activities, on the one hand, is expressed in socially typical manifestations of behavior and consciousness, and on the other hand, gives the individual a unique individuality, since these socially conditioned qualities are structured into a stable integrity based on the psychophysical properties of the subject. As a subject of social relations, a person is characterized by active creative activity, which, however, becomes possible and productive due to the mastery of the culture inherited from previous generations. CHAPTER II CHILD'S PERSONAL DEVELOPMENT UNDER THE INFLUENCE OF ENVIRONMENTAL FACTORS

Three factors influence the formation of personality: upbringing, social environment and hereditary inclinations.

Education is considered by pedagogy as a leading factor, since it is a specially organized system of influence on a growing person in order to transfer the accumulated social experience.

The development of the child's social behavior occurs in the process of education. In the first six months of life, he learns everything new in the full sense of the word with mother's milk. For the food unconditioned reflex contributes to the consolidation of the first conditioned reflexes. Children fed with mother's milk and having direct daily contact with their mother during the first year of life grow more calm, balanced, better learn everything new, kindness and sympathy for other people prevail in their character. In the second half of the year of life, the child is more and more interested in other people around him, while still retaining attachment to his mother.

Children brought up in an atmosphere of benevolence and support have many advantages - they have more opportunities to develop their activity, they often show creativity, originality, friendly feelings, show more emotionality in their relationships than their peers living in conditions of excessive severity, lack of warmth, affection.

LITERATURE

http://www.diadhilev.perm.ru/art/dokl/00010.htm

http://www.zachetka.ru/referat/preview.aspx?docid=4972&page=3, 2003

http://soc-breeding.boom.ru/

http://www.referat.com/catalog/?download=3898.zip.0