CC BY
49УДК 373. 24
СОЦИАЛИЗАЦИЯ ДЕТЕЙ НАЧАЛЬНОЙ ШКОЛЫ КАК СОЦИАЛЬНО-ПЕДАГОГИЧЕСКАЯ ПРОБЛЕМА
Сёмкин А.В., Мусина Ж.К. Кокшетауский университет им. Абая Мырзахметова (г. Кокшетау, Республика Казахстан)
Аннотация. В статье обсуждается тема социализации младших школьников. Рассматривается как физиологическое созревание связано с самооценкой и трудностями в социализации. Представлены методы помощи ребенку в этом возрасте, необходимые, чтобы социализация прошла успешно и не оставила для него психологической травмы.
Ключевые слова: социально-педагогический подход, социализация, социокультурное воспитание детей.
SOCIALIZATION OF PRIMARY SCHOOL CHILDREN AS A SOCIO-PEDAGOGICAL
PROBLEM
Semkin A.V., Musina Zh.K. Abay Myrzakhmetov Kokshetau University (Kokshetau, the Republic of Kazakhstan)
Annotation. In this article, we will touch on the topic of socialization of primary school children. Let's look at how physiological maturation is related to self-esteem and difficulties in socialization. How to help a child at this age, so that his socialization was successful for him and did not leave any psychological trauma for him.
Key words: socio-pedagogical approach, socialization, socio-cultural education of children.
Primary school age is considered to be the age of children from about 7 to 10-11 years, which corresponds to the years of his education in primary school. This is the age of relatively calm and even physical development.
The increase in height and weight, endurance, and vital capacity of the lungs is fairly uniform and proportional.
The bone system of the primary school student is still in the stage of formation -ossification of the spine, chest, pelvis, limbs is not yet complete, there is still a lot of cartilage in the bone system.
The process of ossification of the hand and fingers in primary school age also does not end completely, so small and precise movements of the fingers and hands are difficult and tedious.
There is a functional improvement of the brain-the analytical and systematic function of the cortex develops; the ratio of the processes of
arousal and inhibition gradually changes: the process of inhibition becomes more and more strong, although the process of arousal still prevails, and younger schoolchildren are highly excitable and impulsive.
Biologically, primary school children experience a period of second rounding: their growth slows down and weight increases markedly compared to previous ages; the skeleton undergoes ossification, but this process is not yet complete. There is an intensive development of the muscular system. With the development of small muscles of the hand, the ability to perform subtle movements appears, thanks to which the child learns the skill of rapid writing. Significantly increases the strength of the muscles. All the tissues of the child's body are in a state of growth.
In primary school age, the nervous system is improved, the functions of the large hemispheres of the brain are intensively developed, and the
analytical and synthetic functions of the cortex are enhanced. The weight of the brain in primary school age almost reaches the weight of the brain of an adult and increases to an average of 1400 grams. The child's psyche develops rapidly. The relationship between the processes of arousal and inhibition changes: the process of inhibition becomes stronger, but the process of arousal still prevails and younger students are highly excitable. Improves the accuracy of the senses. In comparison with preschool age, color sensitivity increases by 45%, joint and muscle sensations improve by 50%, visual sensations-by 80% (A. N. Leontiev).
Despite the above, in no case should we forget that the time of rapid growth has not yet passed, when children are drawn up. There is also disharmony in the physical development, it is clearly ahead of the neuropsychiatric development of the child. This affects the temporary weakening of the nervous system, which is manifested in increased fatigue, anxiety, increased need for movement. All this, and especially in the North, aggravates the situation for the child, drains his strength, reduces the possibility of relying on previously acquired mental education.
From the above, it follows that the very first steps of a child in school should be under the close attention of parents, teachers and doctors.
Going to school makes a major difference in a child's life. The whole way of his life, his social position in the team, in the family, changes dramatically. The main, leading activity is now teaching, the most important duty-the duty to learn, to acquire knowledge. And teaching is a serious work that requires organization, discipline, and strong-willed efforts of the child. The student is included in a new team for him, in which he will live, learn, and develop for 11 years.
The main activity, his first and most important duty becomes teaching-the acquisition of new knowledge, skills and abilities, the accumulation of systematic information about the surrounding world, nature and society.
Of course, it is not immediately that younger students form the right attitude to learning. They do not yet understand why they need to learn. But soon it turns out that teaching is a work that requires strong - willed efforts, mobilization of attention, intellectual activity, and self-restraint. If the child is not used to this, then he becomes disappointed, there is a negative attitude to the teaching. In order to prevent this from happening,
the teacher should inspire the child with the idea that learning is not a holiday, not a game, but a serious, hard work, but very interesting, as it will allow you to learn a lot of new, entertaining, important, necessary things. It is important that the organization of educational work itself supports the words of the teacher.
At first, primary school students learn well, guided by their relationships in the family, sometimes the child learns well based on the relationship with the team. Personal motivation also plays an important role: the desire to get a good grade, the approval of teachers and parents.
At first, he develops an interest in the process of learning activity itself without realizing its significance. Only after the interest in the results of their educational work is formed, the interest in the content of educational activities, in the acquisition of knowledge, is formed. This basis is a favorable ground for the formation of the primary school student's motives for teaching high social order, associated with a truly responsible attitude to educational activities.
The formation of interest in the content of educational activities, the acquisition of knowledge is associated with the experience of students with a sense of satisfaction from their achievements. And this feeling is reinforced by the approval, praise of the teacher, who emphasizes every, even the smallest success, the smallest progress. Younger students feel a sense of pride, a special boost of strength when the teacher praises them.
The great educational influence of the teacher on the younger ones is due to the fact that the teacher from the very beginning of the children's stay in school becomes an indisputable authority for them. The authority of the teacher is the most important prerequisite for teaching and upbringing in the lower grades.
Educational activities in primary classes stimulate, first of all, the development of mental processes of direct cognition of the surrounding world-sensations and perceptions. Younger students are distinguished by sharpness and freshness of perception, a kind of contemplative curiosity. The younger student perceives the environment with a lively curiosity, which reveals more and more new sides to him every day.
The most characteristic feature of the perception of these students is its small differentiation, where inaccuracies and errors in differentiation are made when perceiving similar
objects. The next feature of the perception of students at the beginning of primary school age is its close connection with the actions of the student. Perception at this level of mental development is associated with the practical activity of the child. To perceive an object for a child means to do something with it, to change something in it, to perform some actions, to take it, to touch it. A characteristic feature of students is a pronounced emotionality of perception.
In the process of learning, perception is restructured, it rises to a higher level of development, takes on the character of purposeful and controlled activity. In the process of learning, perception deepens, becomes more analyzing, differentiating, and takes on the character of organized observation.
Some age features are inherent in the attention of primary school students. The main one is the weakness of arbitrary attention. The possibilities of volitional regulation of attention, its management at the beginning of primary school age are limited. The voluntary attention of the younger student requires the so-called close motivation. If the older students ' voluntary attention is maintained even if there is a distant motivation (they can force themselves to focus on uninteresting and difficult work for the sake of the result that is expected in the future), then the younger student can usually force himself to work with concentration only if there is a close motivation (prospects for getting an excellent mark, earning the praise of the teacher, doing the best job, etc.).
The perception of younger students is characterized by instability and disorganization, but at the same time sharp and fresh, "contemplative curiosity". The younger student may confuse the numbers 9 and 6, the soft and hard signs with the letter "p", but at the same time with a lively curiosity perceives the surrounding life, which every day reveals something new to him. The small differentiation of perception, the weakness of analysis in perception, is partially compensated by the pronounced emotionality of perception. Based on it, experienced teachers gradually teach students to listen and watch purposefully, develop observation skills. The child completes the first stage of school by the fact that perception, being a special purposeful activity, becomes more complex and deepened, becomes more analyzing, differentiating, and takes on an organized character.
Bibliographic list
1. Asmolov A. G. Personality psychology: Principles of general psychological analysis. - M.: "Meaning", IC "Academy", 2002. - 416 p.
2. Bauman Z. Individualized society. M., 2002. - 390 p.
3. Baranova V. Cognitive-behavioral approach in working with younger schoolchildren/ School psychologist. - No. 30, 2004
4. Belinskaya E. P., Tikhomandritskaya O. A. Social psychology of personality: A textbook for universities. - M.: Aspect Press, 2001. - 301 p.
10. Bityanova M. R. Social psychology: A textbook. 2nd ed., pererab. - St. Petersburg: -(series "Textbook"). - 302 p.
Сёмкин Александр Владимирович, кандидат педагогических наук, Кокшетауский университет им. Абая Мырзахметова (Республика Казахстан, г. Кокшетау).
Мусина Жанна Касымовна, магистрант, Кокшетауский университет им. Абая Мырзахметова (Республика Казахстан, г. Кокшетау). e-mail: ivanchenko-v@mail.ru
Дата поступления статьи: 24.03.2021
© Сёмкин А.В., Мусина Ж.К., 2021
