Factors shaping personality. Teaching a child by adults

Personality and the process of its formation is a phenomenon that is rarely interpreted in the same way by different researchers in this area.

Personality formation is a process that does not end at a certain stage human life, but lasts forever. The term “personality” is a rather multifaceted concept and therefore there are no two identical interpretations of this term. Despite the fact that personality is mainly formed in the course of communication with other people, the factors influencing the formation of personality are in the process of its formation.

For the first time, the factors of human formation became the subject of philosophical and pedagogical research in the 17th century. At this time, scientific pedagogy was born, the founder of which was Ya.A. Comenius. He proceeded from the idea of ​​the natural equality of people and the presence of natural talents in them that needed development. Upbringing and education, according to Comenius, should precisely contribute to the improvement of human nature. J. Locke tried to comprehend the multidimensionality and complexity of the problem of personality development factors. In his philosophical and pedagogical essay “On the Control of the Mind,” he recognized the presence of various natural abilities in people. He considered exercise and experience to be the most important means of their development. “We are born with abilities and powers that allow us to do almost everything,” Locke wrote on this occasion, “but only the exercise of these forces can give us skill and art in anything and lead us to perfection.” Of course, you can disagree with this opinion, even based on the idea that if you don’t have a voice, you’re unlikely to become a singer.

Based on this, we can identify one of the factors influencing the formation of personality. This is a biological factor. Many teachings assign it a primary role.

Indeed, the influence of the biological factor on the formation of personality cannot be ignored simply because a person is a living organism, whose life is subject to both the general laws of biology and the special laws of anatomy and physiology. But it is not personality traits that are inherited, but certain inclinations. Inclinations are a natural disposition to a particular activity. There are two types of inclinations: universal (structure of the brain, central nervous system, receptors); individual differences in natural data (features of the type of nervous system, analyzers, etc.). A child's hereditary qualities, such as abilities or physical qualities, leave an imprint on his character, the way he perceives the world around him and evaluates other people. Biological heredity largely explains the individuality of a person, his difference from others, since there are no two identical children from the point of view of their biological heredity. Even twins have differences.

Domestic pedagogy does not deny the influence of the biological factor on the formation of personality, but also does not assign it a decisive role, as behaviorists do. Whether the inclinations will develop and become abilities depends on social conditions, training and upbringing, i.e. the influence of heredity is always mediated by training, upbringing and social conditions. This thesis is also true regarding the individual differences that underlie individual abilities.

Thus, natural characteristics are important prerequisites, factors, but not driving forces in the formation of personality. The brain as a biological formation is a prerequisite for the emergence of consciousness, but consciousness is a product of human social existence. The more complex an education is in its mental structure, the less it depends on natural characteristics.

Thus, we can highlight the next factor in personality formation – social. Natural data alone is not enough to become an educated and well-mannered person.

Aristotle also wrote that “the soul is an unwritten book of nature; experience writes its writings on its pages.” D. Locke believed that a person is born with a pure soul, like a board covered with wax. Education writes on this board whatever it pleases (tabula rasa). The French philosopher C. A. Helvetius taught that all people from birth have the same potential for mental and moral development, and differences in mental characteristics are explained exclusively by different environmental influences and different educational influences. The social environment is understood in this case metaphysically, as something unchangeable, fatally predetermining the fate of a person, and a person is considered as a passive object of environmental influence.

In the process of interaction with the external environment, the inner essence of a person changes, new relationships are formed, which in turn leads to another change. From an early age, a child is greatly influenced by upbringing, education, parents, and society.

The importance of the social environment as a factor in personality formation was emphasized by D. Toland. In his opinion, no person can live well, happily, or in general without the help and assistance of other people. Toland believed in the power of education and upbringing and proposed providing all people with the same opportunities for education, travel, and communication. The relationship between personality formation factors caused controversy among the French philosophers K.A. Helvetius and D. Diderot. In his treatise “On the Mind,” Helvetius found out what nature and education can do to develop the mind. He viewed nature as a force that endowed man with all the senses. Differences in the natural organization of people exist only in the sense that their sense organs are differently organized. In people whom Helvetius called normally organized, mental superiority is not associated with greater or lesser superiority of feelings. More subtle feelings, in his opinion, can influence not the vastness of the mind, but its kind and make one a botanist and another a historian. What actually causes the mental inequality of people who are “normally organized on average”? Helvetius is inclined to explain the existing differences by reasons of a spiritual nature and, above all, by education and the form of government. The result of the philosopher’s thoughts on this topic was the well-known formula: “We owe what we are to upbringing.” J. J. Rousseau identified three main factors in the formation of personality: nature, people and surrounding things. Nature develops the child's abilities and feelings, people teach how to use them, and the surrounding things contribute to enriching the experience.

As a result, we can identify another factor that influences the formation of personality – activity and self-development.

Recognition of the activity of the individual as the leading factor in its formation raises the question of purposeful activity, self-development of the individual, i.e. continuous work on oneself, on one’s own spiritual growth. Self-development provides the opportunity to consistently complicate the tasks and content of education, implement age-specific and individual approaches, form the creative individuality of the student and at the same time carry out collective education and stimulate self-government of the individual with his further development.

A person develops to the extent that he “appropriates human reality”, to the extent that he masters the accumulated experience. This position is of great importance for pedagogy. The formative influences of the environment, training and upbringing, and natural inclinations become factors in the development of the individual only through his active activity. “A person,” writes G. S. Batishchev, “cannot be “made,” “produced,” “fashioned” as a thing, as a product, as a passive result of influence from the outside - but one can only determine his inclusion in activity, cause his own activity and exclusively through the mechanism of his own activity, joint with other people, he is formed into what this (social, essentially collective) activity (labor) makes him..."

The nature of the development of each individual, the breadth and depth of this development under the same conditions of training and upbringing depend mainly on her own efforts, on the energy and efficiency that she displays in various types of activity, of course, with appropriate adjustments for natural inclinations. This is what in many cases explains the differences in the development of individual people, including schoolchildren, who live and are brought up in the same environmental conditions and experience approximately the same educational influences.

We can conclude that all these factors are interconnected. If we exclude even one, then we will not get an educated and well-mannered person.

Personality and the process of its formation is a phenomenon that is rarely interpreted in the same way by different researchers in this area.

Personality formation is a process that does not end at a certain stage of human life, but continues constantly. The term “personality” is a rather multifaceted concept and therefore there are no two identical interpretations of this term. Despite the fact that personality is mainly formed in the course of communication with other people, the factors influencing the formation of personality appear in the process of its formation.

There are two radically different professional views on the phenomenon human personality. From one point of view, the formation and development of personality is determined by its innate qualities and abilities, and the social environment has little influence on this process. From another point of view, personality is formed and developed in the course of social experience, and the internal traits and abilities of the individual play a small role in this. But, despite the difference in views, all psychological theories of personality agree on one thing: a person’s personality begins to form in early childhood and continues throughout life.

What factors influence a person's personality?

There are many aspects that change personality. Scientists have been studying them for a long time and come to the conclusion that the entire environment, down to the climate and geographical location. The formation of personality is influenced by internal (biological) and external (social) factors.

Factor(from Latin factor - doing - producing) - reason, driving force any process or phenomenon that determines its character or its individual features.

Internal (biological) factors

Of the biological factors, the main influence is exerted genetic features an individual received at birth. Hereditary traits are the basis for the formation of personality. An individual's hereditary qualities, such as abilities or physical qualities, leave an imprint on his character, the way he perceives the world around him and evaluates other people. Biological heredity largely explains the individuality of a person, his difference from other individuals, since there are no two identical individuals in terms of their biological heredity.

Under biological factors refers to the transfer from parents to children of certain qualities and characteristics inherent in its genetic program. Genetics data make it possible to assert that the properties of an organism are encrypted in a kind of genetic code that stores and transmits this information about the properties of the organism.
The hereditary program of human development ensures, first of all, the continuation of the human race, as well as the development of systems that help the human body adapt to changing conditions of its existence.

Heredity- the ability of organisms to transmit certain qualities and characteristics from parents to children.

The following are inherited from parents to children:

1) anatomical and physiological structure

Reflects species characteristics the individual as a representative of the human race (speech abilities, upright walking, thinking, labor activity).

2) physical data

External racial characteristics, body features, constitution, facial features, hair, eye, skin color.

3) physiological characteristics

Metabolism, arterial pressure and blood group, Rh factor, stages of maturation of the body.

4) features of the nervous system

The structure of the cerebral cortex and its peripheral apparatus (visual, auditory, olfactory, etc.), originality nervous processes, which determines the character and certain type highest nervous activity.

5) abnormalities in the development of the body

Colorblindness (partial color blindness), " cleft lip", "cleft palate".

6) predisposition to certain hereditary diseases

Hemophilia (blood disease), diabetes, schizophrenia, endocrine disorders (dwarfism, etc.).

7) innate human characteristics

Associated with a change in genotype, acquired as a result of unfavorable living conditions(complications after illness, physical injury or oversight during the development of the child, violation of diet, labor, hardening of the body, etc.).

Makings of- these are anatomical and physiological characteristics of the body, which are prerequisites for the development of abilities. Inclinations provide a predisposition to a particular activity.

1) universal (structure of the brain, central nervous system, receptors)

2) individual (typological properties of the nervous system, on which the speed of formation of temporary connections, their strength, strength of concentrated attention, mental performance depends; structural features of analyzers, individual areas of the cerebral cortex, organs, etc.)

3) special (musical, artistic, mathematical, linguistic, sports and other inclinations)

External (social) factors

Human development is influenced not only by heredity, but also by environment.

Wednesday- this real reality in the conditions of which human development occurs (geographical, national, school, family; social environment - social system, system of production relations" material living conditions, the nature of the flow of production and social processes etc.)

All scientists recognize the influence of the environment on the formation of a person. Only their assessments of the degree of such influence on the formation of personality do not coincide. This is due to the fact that there is no abstract medium. There is a specific social system, a person’s specific immediate and distant surroundings, specific living conditions. It is clear that more high level development is achieved in an environment where favorable conditions are created.

Communication is important factor influencing human development.

Communication- this is one of the universal forms of personality activity (along with cognition, work, play), manifested in the establishment and development of contacts between people, in the formation of interpersonal relationships. Personality is formed only in communication and interaction with other people. Outside human society, spiritual, social, mental development cannot happen.

In addition to the above, an important factor influencing the formation of personality is upbringing.

Upbringing- this is a process of purposeful and consciously controlled socialization (family, religious, school education), which acts as a kind of mechanism for managing socialization processes.

For the development of personal qualities big influence provides collective activity.

Activity- a form of being and a way of existence of a person, his activity aimed at changing and transforming the world around him and himself. Scientists recognize that, on the one hand, under certain conditions, the collective neutralizes the individual, and on the other hand, the development and manifestation of individuality is possible only in the collective. Such activities contribute to the manifestation, the indispensable role of the team in the formation of the ideological and moral orientation of the individual, his civic position, and emotional development.

Self-education plays a great role in the formation of personality.

Self-education- educating yourself, working on your personality. It begins with awareness and acceptance of an objective goal as a subjective, desirable motive for one’s actions. Subjective setting of goals of behavior generates conscious tension of will, determination of a plan of activity. The implementation of this goal ensures personal development.

We organize the educational process

Education plays a decisive role in the development of a person’s personality. From experiments it follows that the development of a child is determined by various types activities. Therefore, for the successful development of a child’s personality, a reasonable organization of his activities is necessary, right choice its types and forms, implementation, systematic control over it and results.

Activities

1. A game- is of great importance for the development of the child, it is the first source of knowledge of the world around him. The game evolves Creative skills child, the skills and habits of his behavior are formed, his horizons expand, his knowledge and skills are enriched.

1.1 Subject games- are carried out with bright, attractive objects (toys), during which the development of motor, sensory and other skills occurs.

1.2 Plot and role-playing games - in them the child acts as a certain actor(manager, executor, partner, etc.). These games act as conditions for children to demonstrate the role and relationships they want to have in adult society.

1.3 Sport games(moving, military sports) - aimed at physical development, development of will, character, endurance.

1.4 Didactic games - are important means mental development children.

2. Studies

As a type of activity, it has a great influence on the development of a child’s personality. It develops thinking, enriches memory, develops the child’s creative abilities, forms motives for behavior, and prepares for work.

3. Work

When properly organized, it helps comprehensive development personality.

3.1 Socially useful work- this is self-service work, work on the school site for landscaping the school, city, village, etc.

3.2 Labor training - aimed at equipping schoolchildren with skills and abilities in handling various tools, instruments, machines and mechanisms that are used in various industries.

3.3 Productive work- this is work associated with the creation of material wealth, organized according to the production principle in student production teams, industrial complexes, school forestries, etc.

Conclusion

So the process and results human development are determined by both biological and social factors that act not separately, but in combination. Under different circumstances, different factors may have a greater or lesser influence on the formation of personality. According to most authors, education plays a leading role in the system of factors.

Today in psychology there are about fifty theories of personality. Each of them examines and interprets in its own way how personality is formed. But they all agree that a person goes through the stages of personality development in a way that no one has lived before him, and no one will live after him.

Why is one person loved, respected, successful in all spheres of life, while another degrades and becomes unhappy? To answer this question, you need to know the personality formation factors that influenced the life of a particular person. It is important how the stages of personality formation went through, what new traits, qualities, properties and abilities appeared during life, and to take into account the role of the family in the formation of personality.

In psychology there are several definitions of this concept. The definition in a philosophical sense is a value for the sake of and thanks to which society develops.

Stages of development

An active and active person is capable of development. For each age period one of the activities is leading.

The concept of leading activity was developed by the Soviet psychologist A.N. Leontyev, he also identified the main stages of personality formation. Later his ideas were developed by D.B. Elkonin and other scientists.

The leading type of activity is a development factor and activity that determines the formation of the individual’s basic psychological formations at the next stage of his development.

"According to D. B. Elkonin"

Stages of personality formation according to D. B. Elkonin and the leading type of activity in each of them:

• Infancy – direct communication with adults.
• Early childhood is an object-manipulative activity. The child learns to handle simple objects.
• Before school age – role-playing game. child in game form tries on adult social roles.
• Primary school age - educational activities.
• Adolescence – intimate communication with peers.

"According to E. Erickson"

Psychological periodizations of individuality development were also developed by foreign psychologists. The most famous is the periodization proposed by E. Erikson. According to Erikson, personality formation occurs not only in youth, but also in old age.

Psychosocial stages of development are crisis stages in the formation of an individual’s personality. The formation of personality is the passage of one after another psychological stages of development. At each stage, a qualitative transformation of the individual’s inner world occurs. New formations at each stage are a consequence of the development of the individual at the previous stage.

Neoplasms can be either positive or negative. Their combination determines the individuality of each person. Erikson described two lines of development: normal and abnormal, in each of which he identified and contrasted psychological new formations.

Crisis stages of personality formation according to E. Erikson:

• The first year of a person’s life is a crisis of confidence

During this period, the role of the family in the formation of personality is especially important. Through mother and father, a child learns whether the world is kind to him or not. IN best case scenario basic trust in the world appears, if the formation of personality is anomalous, distrust is formed.

• From one year to three years

Independence and self-confidence, if the process of personality formation occurs normally, or self-doubt and hypertrophied shame, if it is abnormal.

• Three to five years

Activity or passivity, initiative or guilt, curiosity or indifference to the world and people.

• From five to eleven years

The child learns to set and achieve goals, independently solve life problems, strives for success, develops cognitive and communication skills, as well as hard work. If personality formation during this period deviates from normal line, the new formations will be an inferiority complex, conformity, a feeling of meaninglessness, futility of efforts when solving problems.

• From twelve to eighteen years old

Teenagers are going through a stage of life self-determination. Young people make plans, choose a profession, and decide on a worldview. If the process of personality formation is disrupted, the teenager is immersed in his inner world to the detriment of the outer world, but he is unable to understand himself. Confusion in thoughts and feelings leads to decreased activity, inability to plan for the future, and difficulties with self-determination. The teenager chooses the path “like everyone else”, becomes a conformist, and does not have his own personal worldview.

• From twenty to forty-five years

This is early adulthood. A person develops a desire to be a useful member of society. He works, starts a family, has children and at the same time feels satisfied with life. Early adulthood is a period when the role of the family in the formation of personality again comes to the fore, only this family is no longer parental, but created independently.

Positive new developments of the period: intimacy and sociability. Negative neoplasms: isolation, avoidance of close relationships and promiscuity. Character difficulties at this time can develop into mental disorders.

• Average maturity: forty-five to sixty years

A wonderful stage when the process of personality formation continues in conditions of a full, creative, varied life. A person raises and teaches children, reaches certain heights in the profession, is respected and loved by family, colleagues, and friends.

If the formation of a personality is successful, a person actively and productively works on himself; if not, “immersion into himself” occurs in order to escape from reality. Such “stagnation” threatens with loss of ability to work, early disability, and embitterment.

• After sixty years of age, late adulthood begins

The time when a person takes stock of life. Extreme lines of development in old age:

1. wisdom and spiritual harmony, satisfaction with life lived, a feeling of its completeness and usefulness, lack of fear of death;
2. tragic despair, the feeling that life has been lived in vain, and that it is no longer possible to live it again, fear of death.

When the stages of personality formation are experienced successfully, a person learns to accept himself and life in all its diversity, lives in harmony with himself and the world around him.

Formation theories

Each direction in psychology has its own answer to how personality is formed. There are psychodynamic, humanistic theories, trait theory, theory social learning and others.

Some theories emerged as a result of numerous experiments, others are non-experimental. Not all theories cover the age range from birth to death; some “allocate” only the first years of life (usually until adulthood) to the formation of personality.

• The most holistic theory, combining several points of view, is the theory of the American psychologist Erik Erikson. According to Erikson, personality formation occurs according to epigenetic principle: from birth to death, a person lives through eight stages of development, genetically predetermined, but depending on social factors and the individual himself.

In psychoanalysis, the process of personality formation is the adaptation of the natural, biological essence of a person to the social environment.

• According to the founder of psychoanalysis, Z. Fred, a person is formed when he learns to satisfy needs in a socially acceptable form and develops defense mechanisms psyche.
• In contrast to psychoanalysis, the humanistic theories of A. Maslow and C. Rogers concentrate on a person’s ability to express themselves and improve themselves. The main idea of ​​humanistic theories is self-actualization, which is also a basic human need. Human development is driven not by instincts, but by higher spiritual and social needs and values.

The formation of personality is the gradual discovery of one’s “I”, the disclosure of inner potential. A self-actualizing person is active, creative, spontaneous, honest, responsible, free from thought patterns, wise, able to accept himself and others as they are.

The components of personality are the following properties:

1. abilities - individual properties that determine the success of a particular activity;
2. temperament – ​​innate characteristics of higher nervous activity that determine social reactions;
3. character - a set of cultivated qualities that determine behavior in relation to other people and oneself;
4. will – the ability to achieve a goal;
5. emotions - emotional disturbances and experiences;
6. motives – motivations for activity, incentives;
7. attitudes – beliefs, views, orientation.

Vlasenko Marina

Personality and the process of its formation is a phenomenon that is rarely interpreted in the same way by different researchers in this area.

From one point of view, the formation and development of personality is determined by its innate qualities and abilities, and the social environment has little influence on this process. From another point of view, personality is formed and developed in the course of social experience, and the internal traits and abilities of the individual play a small role in this.

But, despite the difference in views, all psychological theories of personality agree on one thing: personality is established and the process of its formation continues throughout life.

In a broad sense, human personality is the integral integrity of biological, social elements. The biological basis of personality covers nervous system, glandular system, metabolic processes (hunger, thirst, sexual impulse) gender differences, anatomical features, processes of maturation and development of the body. The social “dimension” of personality is determined by the influence of the culture and structure of communities in which a person was raised and in which he participates.

So what factors influence the formation of personality?

Download:

Preview:

Regional educational and scientific conference for students

"YOUNG INITIATIVE"

Factors influencing personality formation

Performed:

Vlasenko Marina Olegovna,

11th grade student

Member of the ShNOU "Mysl"

MKOU Secondary School s. Bobrovka

Supervisor:

Volkova Tatyana Pavlovna,

history and social studies teacher

Saratov

2012

Introduction…………………………………………………………………………………

1. Factors influencing the formation of personality…………………..

2. Social factors affecting personality………………

2.1 The role of the family in the formation of personality………………………….

2.2 The influence of the team on the formation of personality………………

Conclusion…………………………………………………………………….

List of used literature…………………………………..

Application……………………………………………………………...

Introduction

The subject of my research is the study of factors that influence personality development in adolescence. I see the importance of this issue in the fact that it is at this stage When a worldview is formed, moral self-determination occurs. Under the influence of worldview, the choice of a future path and professional self-determination occurs. The problem of the meaning of life is very significant for us, teenagers, and life meaning orientations do not arise empty space, but are prepared by the entire course of previous personal development. We can say that this is the period of formation of the personal foundation.

Personality and the process of its formation is a phenomenon that is rarely interpreted in the same way by different researchers in this area.

From one point of view, the formation and development of personality is determined by its innate qualities and abilities, and the social environment has little influence on this process. From another point of view, personality is formed and developed in the course of social experience, and the internal traits and abilities of the individual play a small role in this.

But, despite the difference in views, all psychological theories of personality agree on one thing: personality is established and the process of its formation continues throughout life.

In a broad sense, human personality is an integral integrity of biological and social elements. The biological basis of personality covers the nervous system, glandular system, metabolic processes (hunger, thirst, sexual impulse), sexual differences, anatomical features, processes of maturation and development of the body. The social “dimension” of personality is determined by the influence of the culture and structure of communities in which a person was raised and in which he participates.

So what factors influence the formation of personality?

1. Factors influencing the formation of personality

Personality is the social appearance of a person as a subject of social relations and actions that reflect the totality social roles which he plays in society. It is known that each person can act in many roles at once. In the process of fulfilling all these roles, he develops the corresponding character traits, behavior patterns, forms of reaction, ideas, beliefs, interests, inclinations, etc., which together form what we call a personality.

The word “personality” is used only in relation to a person, and, moreover, starting only from a certain stage of his development. We do not say “newborn personality.” A person becomes a person, and is not born one. We do not seriously talk about the personality of even a two-year-old child, although he has acquired a lot from his social environment. Personality not only exists, but is also born for the first time precisely as a “knot” tied in a network of mutual relations between the factors of its formation.

Here I come to the main question of my work. So what factors influence us? And most importantly, who is the direct participant in this impact?

There are many aspects that change personality. Scientists have been studying them for a long time and come to the conclusion that the entire environment is involved in the formation of personality, right down to climate and geographical location. But most significant factors are biological and social. I will focus my main attention on them.

Biological factors mean the transfer from parents to children of certain qualities and characteristics inherent in their genetic program. Genetics data make it possible to assert that the properties of an organism are encrypted in a kind of genetic code that stores and transmits this information about the properties of the organism.
The hereditary program of human development ensures, first of all, the continuation of the human race, as well as the development of systems that help the human body adapt to changing conditions of its existence.

Of considerable interest is the question of the inheritance of inclinations and abilities for a certain type, or rather, for an area of ​​activity. With ty, which indicates, first of all, that in education it is necessary to take into account the natural nature of a person, identifying his inclinations and abilities, determining the nature and direction of the vital forces inherent in him, the characteristics of drives, inclinations and interests.It should be noted that inclinations characterize only the most general areas activities. They are not focused on any specific type of labor or creativity, which are always specifically historically conditioned and associated with certain types production, art, science, are determined by the level of their development.

Considering the question of genetic inheritance, I began to study the workE. Erikson, his theories about personality formation. I was interested in this teaching for its unconventional approach to the interpretation of genetics as something predetermined, socially inherent in every person.

E. Erikson approached the issue of personality formation from the point of view of an empirical principle; he emphasizes that there is a genetic predetermination of the stages of development.

He identified eight psychological crises in life that inevitably occur in every person.

1. Crisis of trust - mistrust (in the first year of life).

2.Autonomy and the opposite of doubt and shame (about 2-3 years).

3. Showing initiative as opposed to feelings of guilt (from 3 to 6 years)

4. Hard work as opposed to an inferiority complex (7-12 years).

5. Personal self-determination as opposed to individual dullness and conformism (12-18 years old).

6. Intimacy and sociability as opposed to personal psychological isolation (about 20 years).

7. Concern for raising the new generation as opposed to “immersion” in oneself (between 30 and 60 years).

8. Late maturity. Understanding of all life, wisdom as opposed to death and despair (from 65 years old).

Erikson understands the formation of personality as a change of stages, each of which gives a qualitative transformation of the personality.

And yet, the predominant factors in the development and formation of personality, from Erikson’s point of view, are social factors .

I consider in more detail the influence of social factors, one of which is the influence of the social environment.

It should be recognized that this factor can be considered the main one in the process of forming the personal qualities of an individual. The influence of the social environment is carried out through the process of socialization.

Socialization is the process of an individual’s assimilation of patterns of behavior and values ​​necessary for his successful functioning in a given society.. The main social institutions that influence the development and formation of a person’s personality include: the family as the main unit of society, educational institutions covering all levels of the public education system, extracurricular and cultural educational institutions,mass media of information dissemination.

Socialization can be primary, that is, occurring in primary groups, and secondary, that is, occurring in organizations and social institutions. Failure to socialize an individual to group cultural norms can lead to conflicts and social deviance.

2. Social factors affecting personality

The questions in my questionnaires (see appendix) were aimed at identifying relationships in the family, school and team, since the main thing in the upbringing and further formation of the personality of a little person is the achievement of spiritual unity, the connection between parents and child. It is also known that a child, being in interaction with a particular environment, certainly adapts to it and becomes part of it. Moreover, the more time a person spends interacting with this environment, the greater the impact it has on him. Let us consider the influence of these environments on the development and formation of personality.

2.1 The role of family in personality formation

Educational influence has a great influence on the formation of a person’s personality. Huge role here is devoted to family education. A person receives his first elementary information in the family, which lays the foundations for both consciousness and behavior. It is the incorrect educational position of parents that can disrupt the process of formation of the child’s personal qualities. Positive Impact on the child’s personality is that no one, except the people closest to him in the family: mother, father, grandmother, grandfather, brother, sister, treats the child better, loves him and does not care about him as much. And at the same time, no other social institution can potentially cause as much harm in raising children as a family can do. For example, it is known that according to statistics, in those families where adults smoke, in 79-86% of cases children also start smoking.

In addition, a child’s own self-esteem largely depends on favorable atmosphere, in which he is located and, first of all, in the family. Positive self-esteem of abilities favors a more harmonious development of inclinations and creates a solid foundation for normal socialization in the future. Low self-esteem serves as a brake in the formation of personality and the belittlement of one’s role in society in the future. To prevent this from happening, parents must pay enough attention to their child, teach an objective assessment of reality and instill generally accepted norms in the child. Thus, according to my research, in families where insufficient attention is paid to the child, in 25% of cases he does not want to be like his parents in the future. However, for 80%, the opinion of their parents is more important and 95% are proud of their mom and dad.

But often at the age of 14–16 years, many suffer due to the lower social status of their parents than other peers, or their low material income, the inability to dress expensively and tastefully in order to feel freer and more confident. Prejudices and complexes are laid down.Downplaying the role of the family can lead to large losses, mainly of a moral nature, which can subsequently result in large costs in work and socio-political life. As the following quote says: “Parents raise, and children are raised by that family life, which develops intentionally or unintentionally. Family life is so strong because its impressions are constant, ordinary, that it acts unnoticed, strengthens or poisons the human spirit, like the air by which we live.”

2.3 The influence of the team on the formation of personality

The inclusion of a person in society is carried out through various social communities: social groups, social institutions, social organizations systems of norms and values ​​accepted in society, i.e. through culture. Because of this, a person finds himself included in many social systems, each of which has a special impact on him. Man thus becomes not only an element social system, but he himself represents a system with a very complex structure.

School is the second most important social institution after family

an institution involved in the formation of a child’s personality. At school, in addition to acquiring knowledge, independence and adequacy of self-esteem are also formed. In addition to the child himself, peers, teachers and parents also participate in this process. All this forms certain and often contradictory requirements for the child’s behavior, which cause internal conflict in him and attempts to resolve it in a compromise.The results of my survey showed that 50% of the guys when asked: “Who influences you the most?” find it difficult to answer.

I consider the influence of the team on the formation of personality using the example of interaction in a study group (class), becauseIt is the years spent at school that are in many ways the defining period in the life of every person. There is an intensive assimilation of the norms and rules of the society in which the person is located.How harmonious this period will be depends on the completeness of obtaining the information necessary for the life of an adult, the breadth and depth of coverage of problems that will have to be faced in the future, and the development of correct reactions to them; identification and development of natural inclinations and abilities, selection of the optimal direction of professional activity. To analyze and characterize this period, I asked the guys a question: “Who would you most like to go on vacation with?” , 80% of respondents answered that they had an excellent class, many friends and they would not mind going somewhere with classmates, but 20% would never do that. This indicates the presence of a conflict atmosphere among adolescent peers.

Conclusion

In the course of a theoretical analysis of the literature and the results of a survey on the topic of this work, I realized that a person is something unique, which is connected, firstly, with hereditary characteristics and, secondly, with the unique conditions of the microenvironment in which she is located. I will present the survey results in the form of graphs. The nature of the curves shows that at the first stage (8th – 9th grade) in the process of personality formation, the role of the family and the team turns out to be approximately the same. By the end of the period, the role of the family in the formation of personality decreases against the background of the growing influence of the team. I associate this with the beginning of the periodidentifying areas of primary interest,the foundations of a worldview are formed, their views on life and their place in life are formed.

Rice. 1.

I believe that the further sharp increase in the influence of the team, observed among older schoolchildren, is associated with the emergence of the first serious feelings and relationships for the first time in life, such ethical values ​​as mutual assistance, love and friendship, concern for mental and physical comfort, the search for harmony in relationships, the desire for mutual understanding, the search for common interests.

Speaking about the comparison of the personality formation of boys and girls, I would like to note that during the developmental period corresponding to education in grades 8–9, it proceeds approximately the same way. The period of stay in high school, marked by a sharp increase in the influence of the team, is most typical for girls. I do not associate this process with the special influence of the social environment; in my opinion, this is due to to a greater extent associated with physiological differences.

The above factors that influence the process of personality formation are only part of a huge system that affects the personality. To fully assess all the factors influencing the development of personality, a lot of effort and knowledge in this area is required. We, today's children, are adults of the 21st century. Family, school and society should help us form a civic position and first experience for active civic activity in the future.

List of used literature

1. Bozhovich L. I. Personality and its formation in childhood. – M.: Pedagogy, 1986.-381 p.

2. Dubrovina I.V. Personality formation in the transition period from adolescence to adolescence - M.: Pedagogika, 1983.-831.

3. Kamenskaya U.N. Developmental Psychology and age-related psychology: lecture notes: PHOENIX Publishing House, 2008.-251 p.

4. Lupoyadova L.Yu. School and parents. Publishing house "Teacher" Volgograd, 2006.-207p.

5. Erickson. E. Identity. Youth and crisis - M.: Flinta, 2006.-352 p.

APPLICATION

Questionnaire

"Friends as a factor in personality formation"

1. Do you have a lot of friends?

A) many b) few c) few friends, but many good acquaintances

1. Do you value communication with them?

a) I value it b) I don’t value it c) I value it, but not with everyone

1. Do your friends have a big influence on you?

a) large b) medium c) small

1. Do you always enjoy spending time with friends?

1. Can you commit an offense with friends “for company”?

a) I can b) I can’t c) I find it difficult to answer

a) always b) not always c) never

1. Can you always turn to your friends for help?

a) always can b) I can, but not always c) never

1. Are you able to give up your personal beliefs if they do not coincide with the opinions of your friends?

a) capable b) not capable c) capable from some

Questionnaire

"Family as a factor in personality formation"

1. How much time do you spend with your family?

A) a lot b) a little c) enough

1. Do you think your parents pay enough attention to you?

a) yes b) no c) difficult to answer

1. Are you proud of your parents?

a) I’m proud b) I’m only proud of my dad (mom) c) no, I’m not proud

1. Do your parents have authority in your eyes?

A) have b) do not have c) only dad (mother) has

1. Do you want to be like your father or mother in the future?

a) I want b) I don’t want c) I find it difficult to answer

1. Can you always turn to your parents for help?

a) I can always b) I can, but not always c) I can’t

1. Do you often neglect the opinions of your parents?

a) often b) not often c) never

SURVEY.

1. How do you spend your free time?

a) at home with parents b) at school in sections and clubs c) on the street with friends

1. What (who) influences you more?

a) parents b) school (teachers) c) friends

1. If you have a problem, who will you turn to first for help?

a) to parents b) to friends c) to teacher

1. Who has more authority in your eyes?

a) parents b) teachers c) friends

1. Who will you share your secret with?

a) with parents b) with friends c) with teacher

1. Who would you rather go on holiday with?

a) with parents b) with class and class. hands c) with friends

1. Whose opinion is more valuable and meaningful to you?

a) parents b) teachers c) friends

How is each person's personality formed? Does upbringing influence it or is it mainly heredity? Is art really necessary or can we do without it? Below we will consider all the main factors influencing personality development.

From birth to death we develop:
, morally, spiritually,
. Five factors influence our formation. Among them, according to Zenkovsky (teacher, culturologist):

• heredity,
• upbringing,
• Wednesday.

Some scientists add culture and individual human experiences. These factors influencing personality development have been debated for decades: what is more important, genetics or learning? What is the influence of art on a person? There is no exact answer to these questions yet, like many others related to society. The influence of the environment on personality development is undeniable. But let’s try to set priorities, at least for ourselves.

Heredity and environment in the development and formation of personality

The formation of personality traits is influenced by biological and social factors. The influence of heredity and environment is undeniable, since they are external and internal factors of development. They can also be called natural and social. Professors all over the world are struggling over which of them is the leading factor in personal development.

Heredity as a factor in personality development

What do we inherit from our parents, besides the color of our eyes, skin and hair? Is there a gene responsible for a child's future intelligence? Yes and no. We inherit only abilities for some type of activity (sports, languages, creativity), but not ready-made data with the help of which we can immediately turn from the cradle into a talented artist or a brilliant writer. These inclinations should be developed, the child should be provided with the right educational environment, then they will bear fruit. Otherwise, they will remain deeply hidden even from the owner of the abilities. The need for education and development is determined by the conditions for personal development.

Geneticist N.P. Dubinin insists that
not transmitted from parents to children. This may upset academics, but it will give hope to those who didn't even make it through school curriculum. However, the type of thinking is transmitted, without reference to the quality of thinking abilities.

Bad habits of mothers and fathers always affect their offspring: alcoholism, drug addiction, mental illness make their own negative adjustments to the inheritance of abilities and intelligence.

Environment as a factor in personality development

In addition to heredity, there are other factors that are important in the formation of a person. The influence of society on personal development is colossal. Everyone knows stories about “Mowgli” children who were accidentally found, living for years outside of society, far in the forests, fed by wolves and monkeys. They are not adapted to normal life, the degree of maturity remains at the level of 4-5 year old children even after for long years rehabilitation with special education teachers and psychologists.

Family and education in matters of personality development

The influence of upbringing on personality development is as important as heredity and environment. Sometimes, it is upbringing that can correct the formation of a person with bad heredity or who grew up in a bad environment.

Education as a factor in personality development manifests itself in childhood. Initially main role Parents play a role in this process, teaching the baby to eat, sleep, and dress independently. Then comes the turn of kindergartens and schools, in which educational rights are transferred to educators and teachers. But at the same time it is important not to stop educational process at home, revealing to the child the norms of morality, honor, and dignity. Not all school teachers are able to weave ethical and aesthetic aspects into a purely educational subject process.

The influence of upbringing on the development of personality by parents will always be more important than any other. The attitude of parents towards the child, the chosen vector of interaction with the child, the amount of time and attention devoted to him is reflected in the entire future life of a person, forming the fundamental basis.

Incorporation into culture is the key to success

Sociologists, educators and cultural scientists are actively researching the question of what factors influence human development, in addition to those already mentioned. It turned out that the influence of culture on personality development is invaluable. The artistic representation of reality shapes a person’s intellect, moral principles, attitudes, and feelings.

The spiritual influence of art on a person is specific; it enlightens, purifies the senses, sometimes causing so-called “catharsis.” In addition to the cleansing function of art on personality development, there is a compensatory function, that is, promoting the spiritual harmony of a person.

The influence of culture on personal development lies in gaining the ability to see the beauty around oneself, in the formation of emotional intelligence, in cultivating the skill of coherent and figurative expression of one’s thoughts. It broadens your horizons and enriches your inner world.

“The emotions of art are intelligent emotions,” - L. S. Vygotsky, psychologist, founder of cultural-historical theory.

The feelings and experiences gained when contemplating masterpieces confirm the influence of art on enriching a person’s relationship with the outside world, spiritually elevating a person. But for the correct perception of artistic and musical works, it is necessary to have an artistic and aesthetic understanding, that is, constantly from childhood to gain knowledge about culture and art, developing an aesthetic sense.

The influence of music on the development of a sense of beauty, especially classical music, is important, forming a vivid perception of harmonious sound. People who create masterpieces of art also confirm with their talent that activity as a factor in personal development is very important, especially in what they love.

Instead of output

Knowing what influences the development of an individual, you can try to grow an intelligent, capable, creative society. If everyone, from childhood, feels the influence of music on human development and the influence of art on his perception of the world as a whole, he will be born from
parents with good heredity, who are ready to give the child a favorable family environment and competent upbringing, then the world will become a little better.