Topic: "Influence of the social environment on human health." Integrated lesson in 8th grade.

Tasks: to form in students an idea of ​​​​the effect of nicotine, alcohol, drugs on the human body; consider different ways opposition to the negative pressure of the social environment; prepare students to make informed, reasonable decisions.

Equipment : tables “Harms of smoking”, “Harms of alcohol”, posters “The effect of alcohol on the human brain”, “Composition of tobacco smoke”, on the board a poster with an epigraph to the lesson “Each extreme is the fruit of a limited mind and pettiness of spirit” (Balzac).

The proposed integrated lesson was conducted by teachers of biology and social studies in the 8th grade. All students were involved in its preparation. Schoolchildren united in 2 groups and prepared messages on topics proposed by teachers, some children selected illustrative material, designed the classroom. The guys in one of the groups represented

"Journalists", interviewed smoking and non-smoking schoolchildren, using questions: when did you first smoke? What do you experience while smoking? After smoking? Is smoking harmful or not? Would you like to quit smoking? H DOES IT NOT ATTRACT YOU TO SMOKING? PARTICIPANTS OF THE SAME GROUP PREPARED ANSWERS TO THE LETTERS OF SCHOOL STUDENTS.

LESSON PLAN

I. Introductory speech by teachers of biology and social studies, communication of the topic and objectives of the lesson.

II. The main part of the lesson.

Independent work of students in groups on assignments.

Listening to student messages.

Exposing bad habits.

Answers of "journalists" to letters of schoolchildren.

Practical work: "Smoking as a threat to life."

III. The final part of the lesson. Conclusions and generalizations .

IV. Homework.

During the classes

1. Introductory speech of the teacher.Health is not a private matter for every person. Healthy man lives a full life and brings great benefits to society. A healthy lifestyle is a system of human behavior, including physical culture, creative activity, a highly moral attitude towards people around us, society, nature, therefore our health largely depends on ourselves - proper nutrition, hardening, physical education, skin and oral care , observance of a rational daily regimen.

Any immoderation, intemperance bring suffering to a person, lead to illnesses, reduce his intellect. Aristotle spoke of the smart people passions are in harmony with reason. A good mood arises from moderation in pleasures. Lack and excess usually pass into each other and often lead to physical and moral shock.

Physical, mental, moral, economic damage to a person and society is caused by drunkenness, alcoholism, drug addiction and such a bad habit as smoking. All these vices are now widespread among young people. How can you avoid these addictions? How can you build a wall around yourself to prevent these vices from penetrating you? And is it possible when there are so many temptations, when there are no visible prohibitions? It turns out that this is possible, and today in the lesson we will try to prove that teenagers can reasonably control their passions.

II. The main part of the lesson.

1. Independent work of students in groups to complete assignments.

Task for the 1st group.

A. Comment on the following words: "Some people say that drinking 100 g of alcohol before a meal improves appetite." Do you agree with this? Why do people who abuse alcohol have a blue-purple complexion and nose?

B. Russian psychiatrist Pavel Ivanovich Kovalevsky said that drunkenness is the greatest evil for a person, society, and the state. Explain what the evil brought by drunkenness is: a) to a person; b) society; c) the state.

V. Vo In many countries of the world, trains have carriages for smokers and non-smokers, and restaurants have halls for smokers and non-smokers. What do you think is the reason for taking such measures?

G. Using the textbook, find out what effect alcohol and nicotine have on the human heart and blood vessels.

Task for the 2nd group.

A. Is a legally responsible person who committed a crime in a state of intoxication or under the influence of drugs subject to liability?

B. What measure of responsibility can be determined for persons who induce underage adolescents to use drugs?

Q. How do you think drug addiction and crime are related?

D. Is it possible to apply coercive medical measures to persons who have committed a crime and who are found to be in need of treatment for alcoholism or drug addiction?

The issues are discussed, the conclusion is made: alcohol, tobacco smoking, drug addiction adversely affect human health. Bad habits lead to various offenses.

Biology teacher. Today, doctors say: human health is 10% dependent on heredity, 5% - on the work of doctors. The remaining 85% is in the hands of the individual himself. This means that our health depends on our habits, on our efforts to strengthen it.

Life expectancy is affected by various factors- heredity, environment, bad habits, lifestyle.

2. Listening to student messages.

A. Man and his environment.

Man is one of 3 million biological species living on Earth. However, he is not only a representative of wildlife, but also a social personality. The human environment is the totality of all the conditions of living and inanimate nature, as well as material and cultural values ​​created by him.

In the modern era, the problems of protection and rational use of natural resources have acquired great economic, social and political significance. They affect the interests of all peoples and states.

The wiser use of natural resources, the greater success will be achieved by industry and Agriculture. The protection of nature is put forward among the most acute social problems and is one of the most important national tasks.

Activities for the protection of nature, within the framework of their competence, are carried out by all links of the mechanism of the state and its bodies.

Thus, Article 9 of the Constitution of the Russian Federation states: "Land and other natural resources are used and protected in the Russian Federation as the basis for the life and activities of the peoples living in the respective territory."

Man in nature is a powerful environmental factor that changes the face of the planet, deteriorating the quality environment, which is the cause of the emergence and expansion of such diseases as allergic, oncological. complex social relations of people lead to the spread of diseases such as alcoholism, drug addiction.

B. Influence of environmental factors on the state of the human respiratory system.

Environmental factors, namely temperature, air humidity, its chemical and bacterial composition, speed of movement, have a direct impact on the human respiratory system. Seasonality of acute respiratory diseases is connected with them. Moreover, the influence of environmental factors is more pronounced when the body is weakened and its protective properties are reduced. The most dangerous carcinogens contained in the air are asbestos and benzopyrene. These substances are part of the exhaust gases of cars, tobacco smoke and are considered the cause of lung cancer, the most dangerous respiratory disease.

B. Effect of smoking on the cardiovascular system.

Data from a statistical survey of smoking and non-smoking adolescents aged 15-17 years suggest that smoking experience up to 5 years does not significantly affect heart rate, but the blood pressure in smokers is higher. Even a single smoking caused an increase in heart rate in all adolescents (the more, the younger the age), which persisted for 15 minutes. after smoking. Stroke volume immediately after smoking decreased in 15-year-olds and increased in 16-17-year-old boys. The weakening of blood flow in adolescent smokers affects the formation and growth of the body.

D. Effect of alcohol on the human nervous system.

The use of alcohol and drugs can be considered the most dangerous social and environmental factors. Their influence should be considered not only from the standpoint of the patterns of their impact on the body, but also from the standpoint of morality, law. A person quickly gets rid of the emerging addiction. The child's body, its still unformed nervous system, suffers especially strongly. Alcoholism is a serious disease caused by addiction to alcohol and leading to complete mental and physical dependence on it, to irreversible changes in the body (primarily in the nervous system), and to the degradation of the personality.

D. Physical and mental dependence on drugs.

A person is influenced by the social environment in which he lives - society as a whole, family, acquaintances, colleagues. This happens throughout his life. Toddlers copy adults; for teenagers, the opinion of their peers is important. The influence of others can be positive or negative.

One of the most terrible problems of our time is the use of narcotic substances. Drug addiction, like a cancerous tumor, develops, affects not only the body, but also the soul. The later this disease is recognized, the more difficult the treatment process, which, unfortunately, does not always lead to a complete recovery. Not all young people are fully aware of this danger, believing that adults greatly exaggerate it.

After the speeches, it is concluded : bad habits affect the cardiovascular, respiratory, nervous system of a person, and physical and mental dependence on them also occurs.

3. Exposing Bad Habits.

Biology teacher. One of the most terrible problems of our time is the use of narcotic substances. Drug addiction, like a cancerous tumor, develops, affects not only the body, but also the soul. The later this disease is recognized, the more difficult the treatment process, which, unfortunately, does not always lead to a complete recovery.

A paradoxical fact is noted all over the world: despite all the efforts in the fight against drugs, the awareness of young people about the true consequences of their use is declining. This is partly due to the active introduction of a number of myths about drugs into the minds of young people.

Each association was given a task to expose one of these myths.

Myth one: try, everyone tries. It is not true. Statistics show that most often the victims of such false argumentation are teenagers who are prone to conflicts, to deceit, with an unbalanced character. Such individuals are not capable of purposeful activity, they study poorly at school. They also later become drug distributors, which is inevitable, since only in this way can they provide themselves with money for drugs.

Myth two: try it - there will be no harmful consequences.

It has been proven that addiction to some drugs can occur after 1-2 doses. In addition, the individual sensitivity of the body can lead to death at the first injection of the drug. Under the conditions of clandestine, home-made production of drugs, it is impossible to get rid of harmful impurities and accurately dose the substance, which often causes severe poisoning.

Myth three: try it - if you don't like it, then quit. Many believe that there will be no special problems, since a person with a certain will is able to immediately and irrevocably give up drugs. At the same time, there is usually a witness who is familiar with someone who, after a period of serious abuse, having shown his will, went through “withdrawal” and now has not been using drugs for a month (two, shooting range). These are the rarest cases. After all, when using any drugs, "light" or "heavy", first of all, the will suffers. What happens is what narcologists call an energy decline: it is the volitional qualities of the individual that are weakened, purposefulness is reduced or lost - the person becomes incapable of productive activity, often stops studying, loses his job. Everyone should know that medicine, unfortunately, provides ineffective assistance to drug addicts. In her arsenal there are no real means of suppressing mental dependence.

Myth four: about the existence of "harmless" drugs. Those don't exist! Not all drugs cause physical dependence, but all of them, even with minor use, adversely affect the personality. Mental dependence often develops even in cases of using such “light” drugs as marijuana: the will is weakened, interest in life is lost, a person ceases to care about how he looks.

The teacher sums up the performances of schoolchildren: everyone can become the object of a “well-wisher” who is trying to attract them to the most dangerous “occupation” for humanity. In this case, each person should be ready to resolutely resist such attempts, should know that a “kind” friend who will convince you to try “weed” just out of curiosity, they say, if you don’t like it, then you can quit, as a rule, pursues the most selfish goals , hard using the inexperienced. Schoolchildren should remember that none of the dying drug addicts was going to continue taking drugs, everyone just wanted to try, to satisfy their curiosity. The end for them, as a rule, is tragic: ruined human destiny, life itself!

summed up. From the messages we learned that there are no “harmless” drugs, none of the drug addicts was going to continue taking drugs, everyone just wanted to try. But the end is tragic for them.

social studies teacher . Everyone can become the object of attention of a "well-wisher", who will try to attract to the most dangerous for a person.

"occupation". In this case, each person must be ready to resolutely reject such attempts and remember that this "good" friend, as a rule, pursues the most selfish goals, cruelly using the inexperienced.

Thousands of teenagers end up in the dock every year. Two out of every three crimes committed by minors are property crimes: theft, robbery, robbery. The number of juveniles convicted of drug trafficking is on the rise. Approximately every young offender was under the influence of alcohol or drugs when committing a crime.

Remember: every offense is the money of honest people and they have the right to resent the actions of criminals for two main reasons: the first is that the criminal threatens their life, health, property; the second is the fight against crime is carried out at their expense.

Question. What do you think, what will the absence of drugs lead to a drug addicted person?

Suggested Answer . The absence of drugs in the body leads to terrible physical suffering. The dementia is on the rise. The body wears out, and then - its death.

A person at this stage has only one interest in life - where and how to get drugs. And they need more and more.

Question. What is the criminal liability for drug-related crimes?

Suggested Answer. Based on article 228. Illegal manufacture, acquisition, storage, transportation, transfer or sale of narcotic drugs or psychotropic substances. There is criminal responsibility. It provides for imprisonment for a term of three to fifteen years with confiscation of property, depending on the act committed.

A person who has voluntarily surrendered narcotic or psychotropic substances and actively contributed to the detection or suppression of crimes shall be released from criminal liability for this crime.

4. Answers of "journalists" to letters from schoolchildren. The guys representing the "journalists" read the letters, made conclusions in the form of answers to the letters of schoolchildren.

Letter one : “Dear edition! We have a football team in our yard. We often play football, but most of my friends smoke and make fun of me all the time because I don't smoke. I believe that sports and smoking are incompatible. And just recently, friends told me that if I didn’t start smoking, they would stop respecting me.

Maybe I should start smoking? I don't know what to do, what to do. Save your health or the respect of your friends? Oleg".

Answer:“Dear Oleg! You are absolutely right that sports and smoking are incompatible, because this bad habit has a detrimental effect on the human body. And, of course, you need to choose health. And friends who give you such an ultimatum are no longer friends, because friendship is not built on some conditions. And don’t worry: you will definitely find real friends who share your point of view about smoking.”

Letter two : “Dear edition! My name is Elena. I'm in the 9th grade. Recently I had a fight with my girlfriend, but we were friends with her since childhood. Galya invited me to visit her after school. Her new friends are gathering at her house. They smoke and drink. Recently, Galya has changed. She told me that I was out of date, and guys don't like that.

Advise me how to be?

Answer:“Elena, we, the correspondents of the local newspaper, advise you not to follow the example of your friend. She just looks like she's grown up. In fact, if she does not change her surroundings, she will be in serious trouble in the near future. And do not think that only people like Galya like young people. You will surely meet more worthy people in your life!

After listening to the letters and answers to them, we discussed and concluded that if we want to be physically and mentally developed, we need to fight for our health. There are many more people who share this point of view.

5. Practical work: "Smoking as a threat to life."

Purpose of the lesson: As a result of this activity, students should be able to describe the physiological effects of smoking and the effects of tobacco tar on living tissue.

Task : demonstrate to students that tarry substances immediately enter the mouth and lungs. The teacher needs to have the necessary equipment, make a device for smoking.

Equipment: a transparent plastic bottle for detergent with a cap; a tube with a cigarette 5-7.5 cm long; cotton ball; plasticine; cigarette; matches.

Lesson content. 1. Prepare the device for smoking. To do this, you need to do: make a hole in the lid the size of the diameter of the tube. Insert the tube and cover the hole with plasticine. Insert a cotton ball into the hole at one end of the tube, a cigarette at the other. Screw on the cover. Squeeze the bottle and squeeze the air out of it. Light the cigarette and begin to slowly and evenly release the pressure on the bottle.

Questions about the work done:

What does a cotton ball look like after the experiment? (When nicotine and other structures of tobacco smoke penetrated into the cotton ball, the color of the ball changed)

What shape is the plastic bottle? (plastic bottle crushed)

What effect do you think smoking has on the inside of your lungs? (The components of tobacco smoke attack the lumen of the lung alveoli, the walls of which consist of a surface-active film that protects the lungs from the action of foreign particles.)

Exercise. Read the article "Smoking as a threat to life." (§ 29 of the textbook)

Question. Describe in detail one of the diseases caused by smoking.

Sample Answer. The main reason for the emergence and development of "tobacco" cough are drops of tar, settled in the lungs. They lead to increased secretion and mucus associated with sputum when coughing. Together with other water-soluble substances, nicotine causes spasms of the smooth muscles of the bronchi and reduces lung capacity. As a result, there is a constant inflammatory process - chronic bronchitis and constant spasm of the lungs - emphysema. Both of these diseases are typical for smokers and gradually lead to pulmonary insufficiency: shortness of breath, bronchial asthma, to all serious diseases associated with a systematic violation of gas exchange in the body and increasing its susceptibility to various infections.

Conclusion to work: thus, smoking unambiguously affects the functional state of respiration.

III. The final part of the lesson. Conclusions and generalizations.

Summarizing conversation , during which schoolchildren offer ways to resist addictions.

Suggested answers.

Teenagers should devote more time to sports.

More often arrive in the fresh air, go hiking.

Tell your friends about the dangers of bad habits and what they can lead to.

To study the legal aspects related to the use of alcohol, smoking, drugs.

The lesson ends with the words of the biology teacher. Whether we are healthy or not depends on us, on each of us!!!

IV. Homework.

Individual task: to issue a sanbulletin "Drugs and AIDS".

The influence of the social environment on the development and learning of the child.

Human development is a very complex process. It occurs under the influence of external influences, and internal forces that are characteristic of man, as of any living and growing organism. External factors are primarily human environment natural and social environment. The development of a child - not only a complex, but also a contradictory process - means his transformation as a biological individual into social being- personality. 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 certain social experience.

Socialization is a continuous and multifaceted process that continues throughout a person's life. A person becomes a person only in the process of socialization, that is, communication, interaction with other people. outside human society spiritual, social, mental development cannot take place. The reality in which human development takes place is called the environment. The formation of personality is influenced by a variety of external conditions, including geographical, social, school, family. According to the intensity of contacts, the near and far environments are distinguished. When educators talk about the influence of the environment, they primarily mean the social and domestic environment. The first is attributed to the distant environment, and the second to the nearest. The concept of "social environment" includes such General characteristics, as a social system, a system of production relations, material conditions of life, the nature of the flow of production and social processes and some others. The immediate environment is family, relatives, friends.

What is the influence of the environment on the formation of man? There is still no unity in assessing the impact of the environment on human development. The great importance of the environment is recognized by educators around the world. Views do not coincide when assessing the degree of influence of the environment. As you know, the abstract environment does not exist. There is a specific social system, specific conditions of a person's life, his family, school, friends. Naturally, a person reaches a higher level of development where the near and far environment provides him with the most favorable conditions.

The home environment has a huge impact on human development, especially in childhood. The first years of a person's life, which are decisive for the formation, development and formation, usually pass in the family. A child is usually a fairly accurate reflection of the family in which he grows and develops. The family largely determines the range of his interests and needs, views and value orientations. The family also provides conditions, including material ones, for the development of natural inclinations. The moral and social qualities of the individual are also laid down in the family.

School, class, friends - the next concentration of the inner circle of a growing person. Their influence on the formation and development of personality is very significant. It depends on the strength, level and quality of the impact what a person will grow up to be, the bearer of what values ​​he will become.

Addiction learning activities from temperament.

The dynamic traits of a person's personality appear not only in the external manner of behavior, not only in movements - they also appear in the mental sphere, in the sphere of motivation, in general performance. Naturally, the peculiarities of temperament affect in training sessions and in work activities. But the main thing is that differences in temperaments are differences not in the level of the possibility of the psyche, but in the originality of its manifestations.

It has been established that there is no relationship between the level of achievements, i.e., the end result of actions, and the characteristics of temperament, if the activity takes place under conditions that can be defined as normal. Thus, regardless of the degree of mobility or reactivity of the individual in a normal situation, the results of activity will in principle be the same, since the level of achievement will depend mainly on other factors, in particular on the level of motivation and abilities.

At the same time, studies that establish this pattern show that, depending on temperament, the way the activity itself is carried out changes. Depending on the characteristics of temperament, people differ not in the end result of actions, but in the way they achieve results. The phlegmatic person needs to be involved in vigorous activity and interested. It requires systematic attention. It cannot be switched from one task to another. In relation to the melancholic, not only harshness, rudeness, but also simply an elevated tone, irony are unacceptable. He requires special attention, you should praise him in time for his successes, determination and will. A negative assessment should be used as carefully as possible, mitigating its negative effect in every possible way. Melancholic - the most sensitive and vulnerable type with him, you must be extremely soft and friendly.

It depends on temperament how a person implements his actions, but their content does not depend on it. Temperament is manifested in the features of the flow mental processes. Influencing the speed of recollection and the strength of memorization, the fluency of mental operations, the stability and switchability of attention.

That is why, when developing individual work with students, it is necessary to take into account the peculiarities of temperament.

Reasons for studying this topic.

The reason for the detailed study of this topic was the problem that I encountered in preparing students for the GIA. Namely, not all students can fully complete the tasks given to them. What does it depend on? This question has been in front of me for a long time. But having begun to study the connection of the social environment in which the child is located, as well as the dependence of educational activity on temperament, I found answers to my questions.

When preparing for lessons, we do not take into account the fact that some children are very mobile and active, it is difficult for them to perform monotonous work that requires perseverance, while others, on the contrary, are calm, it is difficult to set them up for vigorous activity, fast, active work is difficult for such children, they usually avoid it by sitting silently in class.

I was also worried about the fact that some children work actively at school, but do almost nothing at home, while others, on the contrary, work well at home. The reason turned out to be simple. In most cases, preparation for lessons at home depends on the social conditions of the family. After the analysis, it was revealed that many students have younger brothers and sisters, as well as a household. Therefore, at home they simply do not have time to complete school assignments. Such students need to work more at school, unlike those who do all the necessary tasks at home in a relaxed atmosphere.

Naturally, given fact negatively affects student achievement. After analyzing the main written works, including the KDR for the previous years of study, low results were revealed for the majority of students.

Since the main task for the school is the successful passing of exams by graduates, the 9th grade graduation became the basis for the formation of the presented pedagogical experience.

To identify the necessary data about the students of the graduating class, an analysis was carried out from the birth history to the social development of the environment in which the child lives, and testing was carried out to identify temperaments.

Taking into account the test data, as well as the analysis of the relationship in the family and school, educational activities, an individual work was developed to prepare students for the KDR and GIA in the Russian language.

Psychological and pedagogical portrait of the class.

There are currently 10 students in the 9th grade, including 5 girls and 5 boys.

The class is quite friendly, the guys are friendly to each other and generally value their studies in this particular class, despite the fact that several guys came from other schools in grades 5-8. At the same time, the intellectual level of the class is not too high, which is the reason that most students are much more interested in participating in various trips, hikes, discos, sports competitions, etc., rather than in intellectual events (Olympiads, intellectual competitions).

A bright leader in the class is Yuliya Dyleva, who initially showed herself as a good organizer, although she does not have noticeable success in training. At the moment, she is the organizer of all cool cases. There is also another student in the class, although she is the exact opposite of Yulia (the best student in the class, has a gentle character), but she still actively participates in all the affairs of the class and helps Yulia. These are the most responsible people, they will not let you down.

The rest are indifferent to the affairs of the class and school, but at the same time they carry out separate assignments.

The level of upbringing in the class is quite high. There are practically no rude words in the lexicon of the guys. It is extremely rare to hear inappropriate intonations in conversations with each other, teachers and parents.

The state of educational activity as a whole leaves much to be desired. Even in the lessons of the humanitarian cycle, it is not easy to “stir up”, to talk the class, to encourage active activity, in the lessons of the natural science and physics and mathematics cycle, 3-4 people are generally actively working, the rest passively follow the course of the lesson.

About 4-5 students try to achieve results, although not always successfully, the rest are indifferent to their academic performance. Boys are more passive than girls, both in the classroom and in extracurricular life. But they are all very different.

Of course, one cannot fail to note a factor that largely interferes with the education of children. This social media, dependence on which covers all students of this class. Students spend all their free time there, and all this for one simple reason, that due to the characteristics of adolescence, students show many complexes (several teenagers have a speech impediment, some have a complex about their appearance), which disappear precisely in social networks , where teenagers communicate easily and liberatedly and feel comfortable. In the classroom, we see exactly the opposite: they are shy, silent, it is almost impossible to get an answer from the majority.

Thus we see what is before us a big problem in teaching children and preparing for the final certification, which no one can avoid. In this regard, it is necessary to develop individual work with students, which will include not only the mental characteristics of a teenager, but also psychological ones, because most often the cause of a decrease in interest in learning lies precisely in the psychological state of the student. In order to identify these causes, it is necessary to know the characteristics of adolescence, relationships in the family and with peers.

Based on these studies, as well as taking into account the analysis of the student’s level of knowledge, it is possible to draw up an individual work plan that will take into account all the characteristics of a particular child (some students find it easier to work at home, because they cannot get together at school, others, on the contrary, it’s easier work at school, because at home they are loaded with household chores or sit with younger sisters and brothers). All this must be taken into account in order for individual work to give a positive result.

pedagogical experience.

In compiling this pedagogical experience, various methods were used:

Questioning (students of grade 9);

Testing (test for temperament);

Analysis (of the social environment in which the student is located).

The relevance of pedagogical experience.

The problem of the most effective preparation of students for exams has always been faced by teachers. Each teacher tries to select and compose assignments so that they are accessible and understandable to everyone. But is this always enough? It turns out not. It is not always only the successful selection of tasks that affects academic performance and the level of preparation. That is why I consider this topic of pedagogical experience relevant.

Gone are the days when the teacher walked into the classroom and knew that all the children would be as focused and attentive as possible, when most children learned the information immediately and always performed homework, no matter what the problems and circumstances of the house. Modern teenagers have become different, they have many distractions, such as the Internet, namely, social networks, many entertainments are available to them. This, of course, interferes with learning, it is difficult for teenagers to organize and interest in work. The modern world dictates different rules. Therefore, teachers face a very important and hard work - to give students the knowledge base that they need for further learning and development. Parents can be great helpers in this work. But practice has shown that only a few parents regularly monitor the progress of their children and the completion of tasks, while the majority are busy with work and younger children.

Scientific nature of the presented pedagogical experience.

In modern pedagogy, there is a constant search for new ideas and teaching methods. This is because most of the methods are outdated, because the world is changing, society is changing, and the teaching methods should change accordingly. In modern society, there are already other values ​​and principles, they cannot be ignored when teaching children.

Since teenagers require, in most cases, an individual approach that would take into account all their features and interests, this topic of pedagogical experience meets modern requirements for learning. This technique takes into account all the necessary factors that affect the quality of a child's education.

The effectiveness of pedagogical experience.

During 2012 -2013 school year This technique was applied on the basis of the 9th grade. For each student, tasks were developed taking into account the characteristics of temperament, and most of the tasks were carried out in a form convenient for the student: some children were given most of the tasks at home, and some had to work at school so that they would not be distracted by various factors at home. These types of tasks were used in preparing students for the KDR and GIA.

At the end of the academic year, an analysis of the KDR for 2012-2013 was carried out, which showed 100% of student learning, which was not observed in previous years. The quality of education has also improved, but not by much. This is due to the fact that this method of individual approach is used in this class for a year, which is not enough to achieve high results. If this method is used from grade 5, it will give better results.

The novelty of the presented pedagogical experience.

This method of preparing students for exams is new, as it has not been used before. Of course, one cannot ignore the fact that separately these methods are periodically used in training. But it is the combination of them into a single whole that gives positive results. These results are already visible after a year of study by this method.

Manufacturability of the presented pedagogical experience.

On the basis of the 9th grade of school No. 24, this technique has been used for the first year, but has already established itself as effective method preparing students for exams (it is possible to use this technique for better preparation for lessons).

This technique is easy to use, so it can be used by any teacher of any educational institution.

Conclusions.

After working to determine the influence of the social environment, as well as the dependence of educational activities on temperament, we can conclude that each child is individual and requires a special approach. It is these facts that make it possible to improve the quality of students' preparation for lessons and exams, to show interest in learning.

Practice has shown the effectiveness of this technique, the level of training has improved. It should also be noted that children appreciate an individual approach and take up work with great interest.

This technique is also positive in that by selecting tasks individually for each student, they have no one to write off from, thus this option for completing the task is discarded by itself, the student has no choice but to complete the task himself, and over time this gives positive results.

The simplicity of applying this technique in practice makes it possible for each teacher who uses it in his practice to correct and make changes to this training method. Thus, this technique will soon become widespread and more advanced.

The environment has a shaping effect on a person. Wisdom has long been known: a person is formed by his whole life. Of particular importance is social environment - spiritual and material conditions of life. They are inherent a special kind of pedagogical cause-and-effect relationships, regularities called socio-pedagogical. The operation of these causal relationships brings broad and significant personality-forming pedagogical results:

- educational: affect the citizens' understanding of the world around them, the events and processes taking place in society and its spheres, understanding their place in the world and society, broaden their horizons, increase awareness in various fields of knowledge, create conditions for self-education, etc.;

- educational: form political and moral beliefs, attitudes towards the Motherland, its history, prospects, people, state bodies, politics, certain state and public institutions, events, professions, work, religions, social groups, nationalities, activate and change the motives of behavior, form moral views and habits of behavior, adherence to universal values, certain traditions, customs, ways of spending leisure time, push for decisions and actions, form cultural and aesthetic views and tastes, etc .;

- educational: enrich with knowledge on various issues of life, activity and behavior, as well as everyday and professional skills and abilities, etc .;

- developing: socialize needs, interests, inclinations, improve physical qualities, affect the level of development of intelligence, culture, morality, professional and business abilities, etc.

The upbringing of a person is especially susceptible to socio-pedagogical influences.

A characteristic feature of socio-pedagogical influences on a person is the spontaneity, uncontrollability, and chance that prevail in them. In addition, if in specially organized pedagogical institutions by decision pedagogical tasks professional teachers, properly trained educators are engaged, then socio-pedagogical influences are exerted by people who usually do not have pedagogical training (heads, officials, employees of the state apparatus, business workers, media workers, parents, members of various social groups, etc.). ). These influences are such that they turn everything in a person, cross out much of the positive that was formed in her at school, at the institute, through the efforts of many good teachers and educators. If judges judged people, and doctors treated them with the same degree of subjectivity and pedagogical illiteracy with which they are often treated in life, at work, in various institutions, then all the innocent would have been condemned long ago, and the sick would have died. Raising the question of overcoming spontaneity and pedagogical incompetence still sounds weak and drowns in the roar of life and the difficulties of society.

The practice of the real life of a person in a certain social environment is school of Life(“school of the family”, “school of professional activity”, “school of leisure”, etc.). Its influence on the formation of personality interacts with what the special pedagogical institutions of society and its spheres do and achieve, and often competes with them. The strength and results of the influences of the “school of life” and purposeful pedagogical influences often do not coincide. Thus, students receiving general education in the walls secondary school, at the same time pass the "school of the family", "school of the street", "school of discos", "school of informal peer associations", "school of information technologies" (Internet, computer games), "school of television and video products", etc. Their education, upbringing , learning and development is usually not the arithmetic sum of all these schools, but the dominant influence of one of them.

The natural environment also has a certain pedagogical impact. It is rightly noted in the pedagogical literature that one can conditionally speak of “pedagogy of the mountains”, “pedagogy of the Volga”, “pedagogy of the sea”, “pedagogy of the steppes”, because childhood and life spent in the peculiarities of such an environment have a kind of upbringing, teaching and developing influence on people.

Human development in interaction and under the influence of the environment in the most general form can be defined as a process and a result of its development. socialization, i.e. assimilation and reproduction of cultural values ​​and social norms, as well as self-development and self-realization in the society in which he lives. Socialization has an interdisciplinary status and is widely used in pedagogy, but its content is not stable and unambiguous.

Socialization occurs: 1) in the process of spontaneous interaction of a person with society and the spontaneous influence on him of various, sometimes multidirectional circumstances of life; 2) in the process of influence by the state on certain categories of people; 3) in the process of purposefully creating conditions for human development, i.e. education; 4) in the process of self-development, self-education of a person.

An analysis of numerous concepts of socialization shows that all of them in one way or another gravitate toward one of two approaches that differ in understanding the role of the person himself in the process of socialization (although, of course, such a division, firstly, is very arbitrary, and secondly , rather coarse).

The first approach affirms or assumes a passive position of a person in the process of socialization, and considers socialization itself as a process of its adaptation to a society that forms each of its members in accordance with its inherent culture. This approach can be called subject-object (society is the subject of influence, and man is its object). At the origins of this approach were the French scientist Émile Durkheim and American - Talcott Parsons.

Supporters of the second approach proceed from the fact that a person actively participates in the process of socialization and not only adapts to society, but also influences his life circumstances and himself. This approach can be defined as subject-subjective. Americans can be considered the founders of this approach. Charles Cooley And George Herbert Mead.

Based on the subject-subject approach, socialization can be interpreted as the development and self-change of a person in the process of assimilation and reproduction of culture, which occurs in the interaction of a person with spontaneous, relatively directed and purposefully created living conditions at all age stages. The essence of socialization is combined adaptation (adaptation) and isolation of a person in a particular society.

Adaptation (social adaptation) is the process and result of counter activity of the subject and the social environment (J. Piaget, R. Merton). Adaptation involves coordinating the requirements and expectations of the social environment in relation to a person with his attitudes and social behavior; coordination of self-assessments and claims of a person with his capabilities and with the realities of the social environment. Thus, adaptation is the process and result of the individual becoming a social being.

Isolation is the process of autonomization of a person in society. The result of this process is the need for a person to have his own views and the presence of such (value autonomy), the need to have one's own attachments (emotional autonomy), the need to independently resolve issues relating to him personally, the ability to resist those life situations that interfere with his self-change, self-determination, self-realization, self-assertion (behavioral autonomy). Thus, isolation is the process and result of the formation of human individuality.

From what has been said, it follows that in the process of socialization, an internal, completely insoluble the conflict between the measure of a person's adaptation in society and the degree of his isolation in society. In other words, effective socialization presupposes a certain balance of adaptation and isolation.

The socialization of a person modern world , having more or less obvious features in a particular society, in each of them has a number of common or similar characteristics.

In any society, human socialization has features at various stages. . In the most general form, the stages of socialization can be correlated with the age periodization of a person's life. There are various periodizations, and the one given below is not generally accepted. It is very conditional (especially after the stage of adolescence), but quite convenient from a socio-pedagogical point of view.

We will proceed from the fact that a person in the process of socialization goes through the following stages: infancy (from birth to 1 year), early childhood (1-3 years), preschool childhood (3-6 years), younger school age(6-10 years old), junior teenage (10-12 years old), senior teenage (12-14 years old), early youth (15-17 years old), youthful (18-23 years old) age, youth (23-30 years old) , early maturity (30-40 years), late maturity (40-55 years), old age (55-65 years), old age (65-70 years), longevity (over 70 years).

Socialization, as already noted, is also carried out in various situations that arise as a result of the interaction of many circumstances. It is the cumulative influence of these circumstances on a person that requires a certain behavior and activity from him. The factors of socialization are called such circumstances under which conditions are created for the course of socialization processes. As many circumstances, options for their combination, so many factors (conditions) of socialization. A.V. Mudrik singled out the main factors of socialization, combining them into four groups:

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.

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

Third - mesofactors (meso - medium, intermediate), conditions of socialization of large groups of people, allocated: 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, etc.); by belonging to certain subcultures.

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

Microfactors, as noted by sociologists, influence the development of a person through the so-called agents of socialization, i.e. persons in direct interaction with whom he lives. At different age stages, the composition of agents is specific. So, in relation to children and adolescents, such are parents, brothers and sisters, relatives, peers, neighbors, teachers. In youth or youth, the number of agents also includes a spouse, colleagues at work, study and military service. In adulthood, their own children are added, and in the elderly, members of their families.

Socialization is carried out using a wide range of funds, specific to a certain society, social stratum, age of a person. These include, for example, methods of feeding and caring for an infant; methods of encouragement and punishment in the family, in peer groups, in educational and professional groups; various types and types of relationships in the main areas of human life (communication, play, sports), etc.

The better organized social groups, the more opportunities to have a socializing influence on the individual. However, social groups are unequal in their ability to influence a personality at various stages of its ontogenetic development. So, in the early preschool age the family has the greatest influence. In adolescence and youth, the influence of peer groups increases and is most effective, while in adulthood, the estate, labor or professional team, and individuals come first in importance. There are factors of socialization, the value of which is preserved throughout a person's life. This is a nation, mentality, ethnicity.

IN last years scientists are attaching increasing importance to macro factors of socialization, including natural and geographical conditions, since it has been established that they both directly and indirectly influence the formation of a personality. Knowledge of the macrofactors of socialization allows us to understand the specifics of the manifestation general laws development of the individual as a representative of Homo sapiens.

Socialization factors are a developing environment that must be designed, well organized and even built. The main requirement for the developing environment is to create an atmosphere in which humane relations, trust, security, and the possibility of personal growth will prevail.

The socialization of a person is carried out in the process of his interaction with diverse and numerous factors, organizations, agents, using various means and mechanisms.

How this interaction takes place in a spontaneous, relatively directed and relatively socially controlled socialization largely determines the self-change of a person throughout his life, and in general - his socialization.

In line with the subject-object approach to understanding socialization Socialization is generally understood as the formation of traits that are set by the status and required by this society. Socialization is determined as the resultant conformity of the individual to social prescriptions.

Other researchers have a different view of socialization, but also in line with the subject-object approach to socialization. The essence of their position is that, since a person cannot be prepared in advance for the various requirements that he will meet in life, socialization should be based on the assimilation of not just the sum of various role expectations, but the very essence of these requirements.

From this point of view, the formation of behavioral models in a person, including the main elements of institutional requirements and prescriptions, can be considered the key to successful socialization. The American psychologist and educator L. Kohlberg emphasized that this type of socialization prevents role conflicts in the future, while conformal adaptation to one's environment, if it changes, makes them inevitable.

In numerous studies, more and more attention is paid to identifying not those circumstances and characteristics that ensure that a person meets the requirements for a given stage of his development, but those that ensure successful socialization in the future. For example, socialization is seen as the assimilation by a person of attitudes, values, ways of thinking and other personal and social qualities that will characterize it at the next stage of development. This approach, which the American researcher A. Inkels called “looking ahead” (studying what a child should be like now, so that he becomes successful as an adult), is very characteristic of the development of empirical research today.

The opinion has become quite widespread that socialization will be successful if the individual learns to navigate in unforeseen social situations. Various mechanisms of such orientation are considered. One of them is based on the concept of "situational adaptation" - "when entering a new situation, an individual connects the new expectations of others with his "I" and thus adapts to the situation." However, this approach turns a person into a kind of weather vane (which is the case, but not always).

As part of subject-subjective approach is considered , that a socialized person is not only adapted to society, but is also able to be the subject of his own development and, to some extent, of society as a whole.

Thus, American scientists M. Riley and E. Thomas pay special attention to the presence of a person's own value orientations. They believe that difficulties in socialization arise when role expectations do not coincide with the self-expectations of the individual. In these cases, a person must carry out role replacements or restructuring of value orientations, strive to change self-expectation and be able to leave previous roles.

In line with the subject-subject approach, personality characteristics that ensure successful socialization are: the ability to change one's value orientations; the ability to find a balance between their values ​​and the requirements of the role (selectively referring to their social roles); orientation not on specific requirements, but on the understanding of universal moral human values.

Thus, a mature person can be considered a socialized person. The main criteria for the maturity and socialization of a person are self-respect (self-esteem), respect for people, respect for nature, the ability to predict, the ability to creatively approach life (flexibility and at the same time stability in changing situations, as well as creativity).

From the point of view of social pedagogy socialization in general, it can be interpreted as follows: in the process and as a result of socialization, a person masters a set of role expectations and prescriptions in various spheres of life (family, professional, social, etc.) and develops as a person, acquiring and developing a number of social attitudes and value orientations, satisfying and developing their needs and interests. The socialization of a person is manifested in the balance between his adaptability and isolation in society.

Within the framework of the problem of socialization as a result of socialization as a whole, the question of upbringing as a result of relatively socially controlled socialization stands apart.

At the everyday level, upbringing is understood quite unambiguously and one-sidedly, as evidenced by dictionaries: “A well-bred person who grew up in the usual rules of secular decency, is educated” (V. I. Dal). “Education is the ability to behave; good breeding "(Dictionary of the Russian language. - M., 1957). "Brought up - who received a good upbringing, who knows how to behave" (ibid.).

Describe the upbringing theoretical level very problematic due to the variety of interpretations of the concept of "education". All known attempts to characterize upbringing with the help of empirical indicators give rise to one or another objection. More or less correctly, this is done in relation to certain aspects of upbringing (for example, education, professional training, attitudes and value orientations in various spheres of life, etc.). However, the revealed level of education of a person or his social attitudes, for example, in the field of interethnic interaction, etc., do not always correspond to his real social behavior.

Socialization has a "mobile character", i.e. the formed socialization can become ineffective in connection with a variety of circumstances.

Radical or very significant changes taking place in society, leading to the breakdown or transformation of social and (or) professional structures, which entails changes in the status of large groups of the population, turn their socialization into ineffective for new conditions. Moving a person from country to country, from region to region, from village to city and vice versa also makes socialization problematic.

Changing roles, expectations and self-expectations in connection with the transition of a person from one age stage to another, can also make the formed socialization in children, adolescents, and young men ineffective.

The socialization of children, adolescents, young men in any society takes place in various conditions. The conditions of socialization are characterized by the presence of certain numerous dangers that have a negative impact on human development. Therefore, whole categories of children, adolescents, and youths appear objectively, becoming or may become victims of unfavorable conditions of socialization.

A.V. Mudrik conventionally identifies real, potential and latent types of victims of adverse conditions, which are represented by various types-categories of people.

real victims unfavorable conditions of socialization are disabled; children, adolescents, young men with psychosomatic defects and deviations; orphans and a number of categories of children in the care of the state or public organizations.

Potential but very real victims one can consider children, adolescents, young men with borderline mental states and with accentuations of character; children of migrants from country to country, from region to region, from village to city and from city to village; children born in families with low economic, moral, educational levels; mestizos and representatives of other national groups in places of compact residence of another ethnic group.

Latent victims Unfavorable conditions of socialization can be considered those who could not realize the inclinations inherent in them due to the objective circumstances of their socialization. So, a number of experts believe that high talent and even genius "fall" on the share of about one person out of a thousand born. Depending on the degree of favorable conditions of socialization, especially at early age stages, this predisposition develops to the extent that makes its carriers highly gifted people, in about one person out of a million born. But in reality, only one out of ten million becomes a genius, i.e., most of the Einsteins and Tchaikovskys are lost on the path of life, because the conditions for their socialization (even quite favorable ones) turn out to be insufficient for the development and realization of the high talent inherent in them. Since neither they themselves nor their relatives even suspect this, they can be attributed to the latent type of victims of unfavorable conditions of socialization.

These types of real victims are by no means always presented "in their pure form". Quite often, a primary defect, a deviation from the norm, or some objective life circumstance (for example, a dysfunctional family) causes secondary changes in a person’s development, leads to a restructuring of one’s life position, and forms inadequate or detrimental attitudes towards the world and oneself. Often there is a superposition of one sign or circumstance on others (for example, a first-generation migrant becomes an alcoholic). An even more tragic example is the fate of graduates of orphanages (mostly social orphans, that is, those who have parents or close relatives). Among them, up to 30% become "homeless", up to 20% - offenders, and up to 10% commit suicide.

Some signs and circumstances that make it possible to attribute a person to the number of victims of adverse conditions of socialization are of a permanent nature (orphanhood, disability), others appear at a certain age stage (social maladaptation, alcoholism, drug addiction); some are unremovable (disability), others can be prevented or changed (various social deviations, illegal behavior, etc.).

1 The concept of raising children and students in the Republic of Belarus // Problems of Excretion. - 2000. - No. 2.

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 consists of climate, vegetation, geographical conditions. 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 highest value for development has a 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, the Indian psychologist Reed Singh discovered in wolf pack two girls: 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 features 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, noticed that the formation personal qualities the child is largely determined by the uniqueness of the family microclimate: children brought up in an atmosphere of benevolence, respect for the personality of the child, have many advantages over children living in more unfavorable conditions.

Modern research shows that, unfortunately, negative trends are growing in families. For example, American psychologist U. 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 admission of the child to preschool another adult is included in his microenvironment - the educator. 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 (group kindergarten, classroom, 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 life, each of the components of the environment has a different value. 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.

A person becomes a person only in the process of socialization, that is, communication, interaction with other people. Outside of human society, spiritual, social, mental development cannot take place.

The socialization of the individual is an objective phenomenon, it is multifaceted, and therefore is studied in many sciences. In pedagogy as a science of education, all aspects of socialization are taken into account and used for cognition and optimal organization of the transfer of social experience and spiritual values ​​from generation to generation.

In the process of social development, new formations appear in the inner world of the individual - higher mental functions, which include knowledge about social phenomena, relationships and norms, stereotypes, social attitudes, beliefs, forms of behavior and communication accepted in society, social activity.

In socialization, cultural and social subsystems are distinguished. Information about them is located in the zones of potential and proximate development, so the success of socialization significantly depends on the social environment of the student, on those people who will explain to him the essence of social activity and relations, the norms of behavior.

The reality in which human development takes place is called the environment. The formation of personality is influenced by a variety of external conditions, including geographical, social, school, family. According to the intensity of contacts, the near (home) and distant (social) environments are distinguished.

Characteristics of the social environment: the social system, the system of production relations, the material conditions of life, the nature of the flow of production and social processes, etc.

Close (home) environment - family, relatives, friends. This environment has a huge impact on human development, especially in childhood. As a rule, it is in the family that the first years of a person's life, decisive for the formation, development and formation, pass. The family largely determines the range of interests of the child and his needs, views and value orientations. The family also provides conditions, including material ones, for the development of natural inclinations. Moral and social qualities are laid in the family.

The crisis of the family at the present stage, according to experts, has become the cause of many negative social phenomena, and above all, the root cause of the growth of juvenile delinquency.

In the family and school, in conditions limited by domestic relations and cognitive activity, partial socialization is carried out. The main social neoplasms appear in labor and social activities.

Social norms of behavior and cultural values ​​are effectively mastered under the influence of an authoritative adult. Social interaction with it leads to the internationalization (appropriation) of social experience through the actualization (reproduction) of cultural needs, desires, accompanied by considerations of prestige, benefit, and the need for obedience.