home › Esoterics › Social reality is a means that influences a child, feeding his mind and soul. Presentation for a lesson on the world around us (senior group) on the topic: Familiarizing preschoolers with social reality

Social reality is a means that influences a child, feeding his mind and soul. Presentation for a lesson on the world around us (senior group) on the topic: Familiarizing preschoolers with social reality

Organization: Municipal Educational Institution "Oktyabrskaya Secondary School"

Locality: Udmurt Republic, Glazovsky district, village. October

Introducing a child to the social world is an acute and pressing problem. It can confuse a knowledgeable and experienced teacher, which is not surprising; the entire social world of modern Russia is contradictory, complex and ambiguous. How do we, adults and teachers, feel about it? How to introduce children to him? What attitude should a small child develop towards him? Finally, what ideas about the world around us should we introduce?

baby before school age perceives the social world around him not quite the way we, adults, see and understand it. Due to little life experience, peculiarities of development of the processes of perception, thinking, imagination, still emerging ideas and concepts, high emotionality, the baby accepts and understands the social world in his own way. This cannot be ignored, but it is necessary to know.

The richness and breadth of a child’s ideas about the phenomena of social life, about the world of things created by human hands, largely determine both the mental and moral development of children. The more correct and vivid the impression, the more interesting and meaningful their life will be.

When organizing a pedagogical process aimed at familiarizing children with social reality, it is important for the teacher to remember that this process is complex, contradictory and complex in nature: the tasks of developing intelligence, feelings, and the moral foundations of the individual are solved in conjunction, and it is impossible to separate them one from the other. If a teacher is in a bad and indifferent mood and tells children about good deeds and the beauty of the world around them, it is unlikely that he will be able to evoke in them the necessary reciprocal feelings and attitudes. Introducing to the social world requires from the teacher not only skill and knowledge of the child, but also his own experience and clearly expressed attitude. Children of primary preschool age are at the origins of knowledge of the world around them. It is during these years that they form primary ideas about the environment, they master speech, methods of mental activity, they show cognitive interest and attitude towards others.

Here are some of the most important features of preschool children’s perception of the world around them.

Children are very observant. We are sometimes surprised at how they notice little things that we don’t seem to pay attention to. The child will notice that an ant is dragging a twig backwards, that the locomotive is humming and the train is beeping, that mom came home from work and didn’t hug or kiss her because someone offended her. Children notice many features of the structure of objects, animals, their behavior, the mood of people, however, mainly when they are related to them, and then reproduce in games: intonations, voices of loved ones, manner of moving, talking on the phone.

The ability to observe the world around us is a very important advantage of childhood; it helps cognition and penetration into the world. A child's powers of observation differ from those of an adult. Children more often notice small details, external, usually bright signs of objects, forms of behavior. A child's observational skills are based on his curiosity. Little children want to know everything. Their numerous questions to adults are the best manifestation of this feature. With age, the nature of the questions changes, if at three years old questions predominate: “what is this?”, then at four years old “why, why?” appear, and then very important for development: “how does this happen, how does it work?”, however, It has become more noticeable that today's children begin to ask fewer questions than children of the 90s.

- What do you think this is connected with?

Teachers' answers:

- Children receive a lot of information from external sources: television and the Internet.

- Many young parents, due to their own busyness, began to work less with their children, do not always answer their questions and thus do not encourage their children to ask about incomprehensible things.

Observing the world around them, children draw their own conclusions, conclusions, and establish connections between phenomena and facts. Sometimes their conclusions are correct and sometimes they are wrong. Everything is fine here, there is nothing to worry about. Adequate assessments are when, for example, a positive phenomenon is assessed positively by children, and a negative phenomenon – negatively. And yet, as psychologist D.G. said. Ekonin: “Children create their own picture of the world.”

- Do you think the gender of a child affects his perception of the world around him?

The gender of the child influences the nature of perception of the social world. Boys and girls, observing the same phenomenon or event, see it differently and remember different things about it. For example, they suggest paying attention to what kind of transport moves along the highway; the boys will notice the make of cars, size, and speed. And girls highlight the color of the car and the woman behind the wheel. Neuropsychologist T.P. Chrisman rightly writes: “They look and see differently; they listen and hear, they speak and are silent in different ways; feel and experience."

In the modern world, the problem of social development of the younger generation is becoming one of the most pressing. Parents and teachers are more concerned than ever about what needs to be done to ensure that the child entering this world becomes confident, happy, smart, kind and successful.

In this complex process of human development, a lot depends on how the child adapts to the world of people, whether he can find his place in life and realize his own potential.

It is known that a child’s perception of social reality is based on his ideas about the basic values of the world around him, which are formed at an early age at the stages of primary socialization and mastery of elements of cultural heritage. Gradually, the child develops “social and cultural competence,” which presupposes knowledge of the cultural characteristics of the people, their historically established habits, traditions, norms of behavior and etiquette, as well as the ability to understand and correctly use them in the process of communication. Therefore, today it is very important for a teacher to creatively approach the problem of familiarization with social reality. Knowledge about age and psychological characteristics makes it possible to effectively introduce them to social reality.

Socialization is a process that accompanies a person throughout his life and begins almost from birth. A person, as a social unit, learns the norms and patterns of behavior accepted in the society in which he lives, learns interaction, the ability to build relationships, first in the family, in a narrow circle of close relatives, then in a group of peers, then in larger societies.

Preschool age is the period of a child’s familiarization with the knowledge of the world around him, the period of his initial socialization. The high sensitivity of preschool children and easy learning, thanks to the plasticity of the nervous system, create favorable opportunities for successful moral education and social development of the individual.

To promote a child's social development, adults need to encourage all forms of play. Take a closer look at how children play: most often they playfully reproduce the life of adults - they play store, doctor, kindergarten or school, “mother and daughter”...

One of the leading teaching methods is play. The social purpose of the game is that it serves as a means of transmitting “cultural acquisitions from generation to generation” and prepares children for work. G.V. Plekhanov drew attention to the fact that the game is social in its content, since children reflect what they see around them, including the work of adults. Adults, in turn, contribute to the spread of children's play with the help of specially created toys, rules, and gaming equipment, which are passed on from generation to generation, turning the game into a part of the culture of society.

In the course of the socio-historical development of mankind, play is becoming increasingly important for the formation of a child’s personality. With its help, children master the experience of interacting with the world around them, assimilate moral standards, methods of practical and mental activity.

The process of familiarizing children with social reality and their native land is carried out using various methods and techniques. It is wise to remember that children's learning is not limited to classes. Moreover, as A.P. Usova noted at one time, a child acquires a significant part of the knowledge and skills without special training, in everyday communication with adults, peers, during round dances and folk games, observations and events such as “Dads are all important.” , we need different dads”, “My dear mother”, “Maslenitsa”, “The earth is our common home”, etc. Therefore, the task of the teacher is to help the child acquire complete knowledge outside of class. Children are very emotional and therefore the effectiveness of the process of introducing children to social reality largely depends on what means the teacher uses.

Means of introducing children to social reality:

The first, most voluminous and significant means is the social reality. It is not only an object of study, but a means that influences the child, feeding his mind and soul. The main function assigned to this tool is to show children the social world “from the inside” and help the child accumulate social experience, understand his place in this world as a member of the human community, a participant in events, a transformer. But it is necessary to remember that not any object of the social world is a means of education, but only that part of it that is understandable and accepted by a child of a certain age.
Objects of the man-made world , with which the child constantly acts or sees them in the immediate environment. Any object of the man-made world contains human social experience, the level of development of society, and technological progress. A special place in the objective world is occupied by a toy (technical, plot, folk). Through a toy, a child learns the diversity of life; the toy reflects the level of technical and social development of society, its moral values, and brings it closer to national roots. The doll has an exceptional place; it stimulates the development of social feelings.
Fiction is a source of knowledge and a source of feelings. “It is extremely important,” wrote V. Bryusov, “that children from an early age get used to seeing in literature something worthy of respect, noble and sublime.” In order for literature to become a means of introducing children to the social world, it is necessary to correctly determine the reading range of preschoolers, taking into account, firstly, the influence of literature on the emotional sphere of the child’s developing personality and, secondly, the high information content of this medium.
Clarifies and expands children's understanding of the world art . Here we mean art, and not pictures and paintings that the teacher uses for didactic purposes. The works of great artists touch the soul of even a small child and are capable of not only “informing” about certain objects and phenomena, but also evoking truly high moral feelings.

Purposeful, thoughtful pedagogical work will help enrich the child with new knowledge and teach him to think, reflect on what he knows. Moreover, such work will have a beneficial effect on the development of human, social feelings.

Preschool age is a time of active socialization of the child, entry into culture; development of communication with adults and peers, awakening moral and aesthetic feelings. The kindergarten is designed to provide the child with harmonious interaction with the world, the correct direction of his emotional development, to awaken good feelings, a desire for cooperation and positive self-affirmation.

The teacher must draw up a “social portrait” of the environment in which his preschool institution is located. This may include a description of the nearest social facilities: school, library, club, park, street. The child gets acquainted with the social world, and our task is to help him enter the modern world inquisitive and active, emotionally responsive, capable of managing his behavior.

List of used literature:

Kozlova S.A., Kataeva L.I. My world: Introducing a child to the social world/ Correctional and developmental activities with preschoolers. – M., 2002.
Ivanova N.L., Kalinina A.M., Bardinova E.Yu. Social development of children in preschool educational institutions: a methodological manual. – M.: TC Sfera, 2008.
Kozlova S.A. Theory and methods of introducing preschoolers to social reality: A textbook for students of the environment. ped. textbook establishments. – M.: publishing center “Academy”, 1998.
Preschool teacher. – 2013. - No. 4 – p.98.

The effectiveness of the process of introducing children to social reality largely depends on what means the teacher uses. Let's consider these tools from the point of view of their diversity, potential for solving pedagogical problems and the specifics of use in working with preschool children.

It is known that in pedagogy there are differences between means of education and means of teaching. When it comes to introducing children to social reality, these two categories - education and training - cannot be considered in isolation from each other, since they are interconnected.

The first, most voluminous and significant means of self is social reality itself. It is not only an object of study, but also a means that influences the child, feeding his mind and soul.

However, social reality as an objective reality can only be, but is by no means always, a means of educating and teaching preschool children. It becomes such if the subjects, objects, facts, events that the child encounters are understandable to him, accessible, and personally significant for him. For example, a one-year-old child may be in the thick of social events, intense relationships, and vivid facts. Is the social world a means of raising a child? Does it have a significant impact on the socialization of the individual? Perhaps, but only through indirect influence, through close people, through their emotional state. And the actual knowledge of social reality will occur through the child’s actions with objects, through communication directed at him directly. The rest of the world does not seem to exist for a child of this age, and therefore cannot be used as a means of education.

With age, the child expands his social world. As his mental development progresses, his cognitive interests become deeper, he begins to understand causal relationships and dependencies; The expression of feelings becomes more conscious. All this leads to the fact that the child begins to be influenced by a larger number of objects and facts, which means that social reality becomes to a greater extent a means of education.

Consequently, not any object of the social world is a means of education, but only that part of it that can be understood and perceived by a child of a certain age and a certain level of development and subject to adequate methodology.

Therefore, important pedagogical tasks are the analysis and selection from the social environment of such content that carries developmental potential and can become a means of introducing the child to the social world.

The teacher draws up a social portrait of the environment in which the preschool institution is located. Such a social portrait includes: a description of social objects in the immediate environment (school, store, library, metro station, etc.); a list of streets, squares with names and a brief description of the contents of the names; an indication of significant dates that will be celebrated by the city or district this year (City Day, sports competitions, Maslenitsa, etc.) and in which children will be able to take part; a list of events that will take place in the preschool institution and group (birthday of the kindergarten, landscaping of the site, etc.).

Then the teacher highlights for each item what is accessible and pedagogically appropriate for children of his age group, and puts the corresponding work into the long-term plan.

In addition, the teacher thinks through how, using real life, he can introduce children to the activities of people and their relationships.

Try to create a social portrait of the preschool institution where you are doing your teaching practice. Show how you would use it with different age groups.

All of the above will make it possible to make the surrounding social reality a means of raising and socializing a child.

A means of introducing children to the social world can be objects of the man-made world with which the child constantly acts or which he sees in his immediate environment.

Any object of the man-made world contains the social experience of humanity, reflects the level of development of society and technical progress. This is why objects of the man-made world are so important in the process of socialization. The world is diverse, therefore the objects surrounding the child must be diverse in properties, qualities, and functions.

However, it should be remembered that not every object becomes a means of understanding the social world, even if it is in the field of view of children. A child may not notice an object or be interested in it until an adult points it out and creates conditions for the child to act with the object. Only in this case will the object subjectively - for a given child - become a means of understanding the world.

The objective, material world has a great influence on the emerging needs of a little person and serves as a kind of support for him in communicating with other people.

A toy occupies a special place in the objective world for a child. It is also a means for him to become familiar with the social world. Through a toy, a child learns the diversity of life in its properties and qualities; the toy reflects the level of technical and social development of society, even its leading moral values and ideological guidelines.

It would be extremely interesting to analyze toys from different eras (ancient and middle ages, the Soviet period, the present), to identify the main trends for each time period.

It is known that toys vary in purpose and in their potential as a means for children to learn about the social world. A technical toy helps a child get acquainted with the achievements of technical thought, with methods of controlling objects, and gives an idea of a person’s ability to influence the world around him. A story-driven toy enriches children’s understanding of the world of adults and their activities. A folk toy helps to introduce a child to his national roots, to his people, which is also very important for the socialization of the individual. A special place among toys that contribute to children’s involvement in the social world is given to the doll, because it stimulates the development of social feelings.

Thus, objects and toys serve as a means of introducing children to social reality, presenting it in a materialized form, allowing them to expand their understanding of the world and develop practical skills in managing it.

Analyze the toys in the kindergarten group from the point of view of what information about the world around them they convey to the child. What toys do you think should be added to the group's play set? Justify your opinion.

Review the types of toys and their pedagogical functions in the preschool pedagogy course.

Artistic means play a major role in introducing children to social reality: literature, visual arts, music.

Fiction is both a source of knowledge and a source of feelings. Therefore, it is so important to introduce children to literature as early as possible. However, it should always be remembered that literature should not be used as a means of accompanying any of the child’s actions. She is valuable in her own right. It is extremely important, wrote V. Bryusov, that children from an early age get used to seeing in literature something worthy of respect, noble and sublime.

In order for literature to become a means of introducing children to the social world, it is necessary to correctly determine the reading range of preschoolers, taking into account, firstly, the influence of literature on the emotional sphere of the child’s developing personality and, secondly, the high information content of this medium. Therefore, it is important to select literary works of different genres: fairy tales, short stories, epics, fables, poems - and of different content - educational, humorous, on moral themes. Of course, when determining the reading range, it is necessary to remember the age capabilities of children in the field of perception of works of art.

The perception of text by preschoolers is closely related to, and often depends on, illustrations. Pictures in a book can also become a means of introducing children to the social world, as they concretize it through clarity and imagery.

Fine art clarifies and expands children’s ideas about the world.

When we talk about fine art as a means of understanding the social world, we mean art, and not pictures and paintings that the teacher uses for didactic purposes. The works of great artists touch the soul of even a small child and are capable of not only informing about certain objects and phenomena, but also evoking truly high moral feelings. Unfortunately, adults underestimate a child’s ability to penetrate into high feelings, to touch the genuine, human. The selection of works is carried out on the basis of taking into account the child’s age, his interests, and the level of development of perception of visual creativity. These could be, for example, paintings by V.M. Vasnetsova, I.E. Repina, A.I. Kuindzhi, A.A. Ivanova, V.G. Perova.

Thus, the child becomes acquainted with the social world through a variety of means. They become the sources of knowledge of the world. It is only important to understand that, objectively being carriers of information, they become means of cognition under certain conditions, namely when they are accessible to perception (they are within the thresholds of information content), correspond to the age-related capabilities of perception, and are emotionally rich.

Considering the means of knowledge as its source, it is necessary to determine the position of the teacher. Can an adult organizing the education process influence the sources of knowledge and their perception by children?

From this point of view, all means as sources of obtaining information can be divided into three groups. The first group is sources from which the receipt of information is completely controlled and managed by an adult (probably this is only the adult himself, and only on condition that he controls himself when transmitting information about the world to children). The second group is sources that can be partially controlled by adults (fiction, visual arts, music). At the same time, the influence of an adult - a teacher, a parent - on the source itself, as a rule, is absent. Only means are selected from the standpoint of their pedagogical expediency. and finally, the third group includes those sources that an adult practically cannot control (random information that a child can receive from communication with peers, older children, from his own observations of the surrounding reality).

The teacher’s task is to ensure that children receive most of the reliable information from the first two sources, and, if necessary, timely correct the information received from the sources of the third group.

Discipline: Pedagogy
Kind of work: Essay
Topic: Social reality is a means that influences a child, feeding his mind and soul

Astrakhan Institute of Advanced Training and Retraining

Creative work on the topic:

“Socialization of the child’s personality through work”

Yazykova O.Yu.

Educator

ASTRAKHAN 2007

Social reality is a means that influences a child, feeding his mind and soul.

The second younger group includes those types of activities that give the child the opportunity to join the world of people in a real sense. This group includes subject activities,

labor, observations.

The child’s social experience enriches the development of work activity. The baby begins to pay attention to the work actions of an adult early. He is attracted by how

Mom washes the dishes, dad repairs a chair, grandma bakes pies, etc. The child begins to imitate adults in these actions not only in the game, but also in real life, making attempts

wash, sweep, wash, etc.

The value of work activity for the socialization of a child’s personality can be considered from several perspectives.

Firstly, mastering labor skills and labor activity allows the child to independently ensure vital functioning. As you acquire labor

skills, the child is emancipated from the adult and gains a sense of confidence. The risk of non-survival in the absence of adults is reduced. This is how labor performs a life-sustaining function.

Secondly, work activity contributes to the development of strong-willed qualities, the formation of the ability to make efforts to achieve a goal, which is extremely important for a person.

And the sooner he begins to experience satisfaction from his work efforts, the more optimistic he will look at the world, as he will gain confidence in his ability to overcome

difficulties.

And finally, it should be noted that work activity contributes to the development of creativity not only at the level of imagination, as happens in the game, but also at the level

obtaining material results of creativity. In work activity, the child becomes a transformer, which raises him to the highest level of socialization within the limits available

age.

In recent years, labor education tasks have disappeared from preschool education programs. This circumstance can lead to serious negative

consequences.

K.D. Ushinsky said: “The greatest wealth that a father can leave to his son as an inheritance is to teach him to work.”

In the theory and practice of preschool education, special importance is attached to the formation in children of knowledge about the work of adults, an accessible understanding of its role in people’s lives. IN

In senior preschool age, it is necessary to show children a variety of professions and, on the basis of this knowledge, form the idea that different types of work allow them to provide for different

people's needs. Work is a manifestation of people’s care for each other. This is especially clearly seen in the example of the work of grain growers. Children are introduced to the work of adults through various

types of activities: classes, reading fiction, observations, didactic games and exercises.

By introducing children to the work of adults, the teacher begins to orient them towards a particular profession, showing its importance and necessity.

Excursions, observations during walks, stories from teachers help to instill in children respect for working people, interest in the work activities of adults, careful

attitude towards the results of work.

The question arises: Why does he need to be able to do this?

Our daily life has changed so much over the past 15 years that many people think that everything in it should now be done differently. Including raising children. With this

It’s hard to argue - indeed, adults should teach children to respond to new challenges of life. What's the point, for example, if a modern city child knows how to harness a horse? Where and

Why would he need this exotic skill? Let him better learn how to repair a car. However, maybe this is of no use: after all, there is a car service... Let him study at school, at college,

becomes a master in his profession! And work in the sense in which it was understood during parental childhood is now an atavism.

However, parents who have come to this conclusion must be prepared for the fact that life will one day refute their belief. And it’s good if this happens relatively early,

when the child is still amenable to education. Unfortunately, the understanding that a child who has only no moon in the sky should still be accustomed to everyday work comes only when

when parents suddenly see that their child is completely incapable of any effort. Neither in studies, nor in that very prestigious profession for which it was once freed

from any duties around the house... Yes, this child simply does not understand that life itself requires daily, consistent effort! And then other consequences appear

the child’s unaccustomedness to work: he does not know what to do with himself, he is bored, he has depression, for which he is “treated” with alcohol or, even worse, drugs...

“It would have been better if we had demanded in due time that he learn how to harness a horse! - parents think in despair. - Or cook dinner, or clean the apartment, or weed the beds on

Meanwhile, such requirements have never been a stunning pedagogical discovery. It is enough to turn to books about the lives of wealthy people of past centuries. IN

The most prestigious Tenishev School, intended for boys from the best families (the writer Vladimir Nabokov graduated from it), carpentry was a compulsory subject. Girl

from a noble family was obliged to be able to do any housework. Although, as soon as she got married (and, in fact, she was prepared for this), she only had to lead

the servant who did this work.

The whole point is that “in the taste of smart old times” there was an understanding: without the habit of work, a person will not grow into a full-fledged personality. And in the future they expect only this

these same depressions (no matter what they were called 100 years ago), and his life will go to waste.

The habit of work was instilled in a variety of ways, and, of course, it was not brought up on its own, but in unity with the understanding that a person from an early age should

be responsible for your well-being. It’s good if parents understand: the problems that arise with upbringing have changed little over the past two or three centuries... Just like the skills with which

these problems are being resolved. The fact is that life, as it is, in all its manifestations, may turn out to be unbearable for a grown-up child.

So, maybe it’s worth following the advice of your ancestors and getting your child accustomed to everyday work in time? Without asking why this is necessary. You just need it, that's all!

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CONSULTATION FOR PARENTS

Means of introducing children to social reality

In order to realize their potential in adulthood, a little person who comes to kindergarten must initially successfully adapt to the human world. Nowadays, the problem of social development of the younger generation is becoming one of the most pressing. Parents and teachers are more concerned than ever about what needs to be done to ensure that the child entering this world becomes confident, happy, smart, kind and successful.

It is very important for a teacher to creatively approach the problem of familiarization with social reality.

Knowledge about age and psychological characteristics makes it possible to effectively introduce them to social reality.

To promote a child's social development, adults need to encourage all forms of play. Take a closer look at how they play children : most often they reproduce the life of adults in a playful way - they play store, doctor, kindergarten or school,"mothers and daughters" ...

One of the leading teaching methods is play. The social purpose of the game is that it serves as a means of transmitting“cultural acquisitions from generation to generation”, prepares children for work.Therefore, an important pedagogical task is to analyze and select that content from the social environment that carries developmental potential and can become a means of introducing the child to the social world.

Means of introducing children to social reality:

The first, most voluminous and significant means is social reality itself. It is not only an object of study, but a means that influences the child, feeding his mind and soul. Not any object of the social world is a means of education, but only that part of it that is understandable and perceived by a child of a certain age.

Objects of the man-made world with which the child constantly acts or sees them in the immediate environment. The subject contains a person’s social experience, the level of development of society, and technological progress.

A toy occupies a special place in the objective world.(technical, plot, folk). Through a toy, a child learns the diversity of life; the toy reflects the level of technical and social development of society, its moral values, and brings it closer to national roots. The doll has an exceptional place; it stimulates the development of social feelings.

Fiction is a source of knowledge and a source of feelings for a child. “It is extremely important,” wrote V. Bryusov, “that children from an early age get used to seeing in literature something worthy of respect, noble and sublime.”

Fine art clarifies and expands children's understanding of the world. The works of great artists touch the soul of even a small child and are capable of not only informing about certain subjects, but also evoking truly high moral feelings.

Purposeful, thoughtful pedagogical work will help enrich the child with new knowledge and teach him to think, reflect on what he knows.

First of all, the teacher introduces children tothe objective world, or rather introduces children to the purpose of objects. The child must understand why this item is needed, what and how it can be done (a spoon is needed to eat with it, not to knock).
Next p The child learns that the same object can be used in different ways: they dig with a stick, take out objects, eat... This leads to the appearance of substitute objects, to the emergence of role-playing games. This stage promotes the development of imagination and creative abilities.At the last stageIn a child’s mastery of the objective world (spontaneous exploratory and transformative), children want to study objects, find out how they are structured, what properties they have, what purpose they can serve. The child develops visual-figurative and logical thinking, the ability to evaluate the activities of another person, further development of “manual skill” occurs, and a desire for transformative types of creative activity arises.

In kindergarten forintroducing children to social realityuse various didactic games.

Elena Razumtsova
Means of introducing children to social reality

In the modern world the problem social development of the younger generation is becoming one of the most pressing issues. Parents and teachers are more concerned than ever about what needs to be done to ensure that the child entering this world becomes confident, happy, smart, kind and successful.

In this complex process of human development, a lot depends on how the child adapts to the world of people, whether he can find his place in life and realize his own potential.

Term sociocultural consists of two basics: « socio» - means public, having direct attitude towards society, relations of its internal development; "cultural"- related to culture. Thus, the concept « sociocultural» assumes that a person unites the main characteristics of his contemporary society and cultural heritage. In other words, considering any social phenomena today are impossible without cultural values.

It is known that a child’s perception social reality based on his ideas about the basic values of the world around him, which are formed at an early age at the stages of primary socialization and mastery of elements of cultural heritage.

Gradually the child develops « social and cultural competence", which presupposes knowledge of the cultural characteristics of the people, their historically established habits, traditions, norms of behavior and etiquette, as well as the ability to understand and correctly use them in the process of communication. Therefore, today it is very important for a teacher to creatively approach the problem of familiarization with social reality.

Knowledge about age and psychological characteristics allows you to effectively introduce them to social reality.

Socialization is a process, which accompanies a person throughout his life and begins almost from birth. Man like social unit, assimilates the norms and patterns of behavior accepted in the society in which he lives, studies interaction, the ability to build relationships, first in the family, in a narrow circle of close relatives, then in a group of peers, then in larger scale societies.

Preschool age is a period communion child to knowledge of the world around him, the period of his initial socialization. High susceptibility children preschool age, easy learning, thanks to the plasticity of the nervous system, create favorable opportunities for successful moral education and social development of personality.

To promote social development of the child, adults need to encourage all kinds of forms of play. Take a closer look at how they play children: most often they reproduce the life of adults in a playful way - they play store, doctor, kindergarten or school, "mothers and daughters"…

One of the leading teaching methods is play. Social the purpose of the game is that it serves means of transmission"cultural acquisitions from generation to generation» , prepares children to work. G. V. Plekhanov drew attention to the fact that the game social and in its content, since children reflect what they see around them, including the work of adults.

Adults, in turn, contribute to the spread of children's play with the help of specially created toys, rules, and gaming equipment, which are passed on from generation to generation, turning the game into a part of the culture of society.

During socially-historical development of mankind game acquires increasingly important for the formation of a child’s personality. With its help, children gain experience interactions with the outside world, assimilates moral standards, methods of practical and mental activity.

Thus, the modern domestic theory of the game is based on provisions about its historical origin, social nature, content and purpose in human society.

Social game and how to implement it. Game activity, as proven by A.V. Zaporozhets, V.V. Davydov, N.Ya. Mikhailenko, is not invented by the child, but is given to him by an adult who teaches him to play, introduces him to socially established ways of playing actions(how to use a toy, substitute items, other means of implementation, etc.. d.). Having mastered the techniques of various games in communication with adults, the child then generalizes the game methods and moves on to other situations. So the game acquires self-propulsion, becomes a form of the child’s own creativity, and this determines its developmental effect.

Familiarization process children with social reality and native land is carried out using various methods and techniques. It is advisable to remember that training children is not limited to classes. Moreover, as A.P. Usova noted at one time, a child acquires a significant part of knowledge and skills without special training, in everyday communication with adults, peers, during games, observations and other activities. Therefore, the teacher’s task is to help the child purchase complete knowledge outside of class.

Means of introducing children to social reality:

The first, most voluminous and significant the means is social reality itself. She is not only an object of study, but means, affecting the child, feeding his mind and soul. Not any object social world means of education, but only that part of it that is understandable and perceived by a child of a certain age.

Objects of the man-made world that a child is constantly with acts or sees them in the immediate environment. The subject contains human social experience, level of development of society, technical progress.

A toy occupies a special place in the objective world. (technical, plot, folk). Through the toy, the baby learns the diversity of life; the toy reflects the level of technical and social development of society, his moral values bring him closer to his national roots. The doll has an exceptional place, it stimulates development social feelings.

Clarifies and expands the view children about the world of fine arts. The works of great artists touch the soul of even a small child and are capable of not only informing about certain subjects, but also evoking truly high moral feelings.

Purposeful, thoughtful pedagogical work will help enrich the child with new knowledge and teach him to think, reflect on what he knows. At the same time, such work will be beneficial impact for the development of human social feelings.

Preschool age is a time of active child socialization, entry into culture; development of communication with adults and peers, awakening moral and aesthetic feelings. The kindergarten is designed to provide the child with a harmonious interaction with the world, the correct direction of his emotional development, awaken good feelings, the desire for cooperation and positive self-affirmation. So, socially- the emotional development of a child is manifested in the humanistic orientation of his activity, in the desire to express his attitude to the world in accordance with the cultural traditions accepted in society.

Successful implementation of programs for social development is possible only if the peculiarities of socially-emotional development of preschool children. Therefore, carefully monitor the development of each child. It is useful to keep notes in a diary - to note successes and difficulties in developing contacts with adults and peers, typical difficulties in behavior and communication, the prevailing emotional state, as well as inclinations, favorite activities and games.

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