- Noteworthy is the underdevelopment of fine motor skills of the hands of older preschoolers and the lack of graphic skills, which indicates not only the lack of graphic motor skills, but also the immaturity of certain brain structures of the child responsible for the formation of general voluntariness. Deficit of voluntariness, both in the mental and motor spheres of preschool children, is one of the most alarming factors reliably established by scientists of the Russian Academy of Education.
- The category of gifted children is increasing, which inspires optimism, among them are children with especially developed thinking, and children who are able to influence other people - leaders, and children with “golden hands”, and children who represent the world in images - artistically gifted children, and children with motor talent.
Dear colleagues, the child has become no worse and no better than his peer twenty years ago, he has simply become different!
. This article uses materials from Rudkevich L.A. «
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"Problems of development of modern childhood"
Municipal budgetary preschool educational institution compensatory kindergarten
"STAR" Zernograd
“PROBLEMS OF THE DEVELOPMENT OF A MODERN CHILD”
Volgina Margarita Viktorovna
educational psychologist of the highest qualification category
2015
« The children of the new world are already with us, in kindergartens and in primary and secondary schools, with diametrically different abilities and capabilities, and we have nowhere to hide... they are the fruit of our actions, conscious or unconscious, over the past 30 years...”
Feldshtein D.I.
On the problems of development of modern childhood since 2011. The outstanding psychologist, academician D.I. Feldshtein is trying in every possible way to attract the attention of scientists, teachers and parents.
On July 12, 2013, at the Accounts Chamber of the Russian Federation, he presented a report on this topic: “The nature and degree of changes in modern childhood and the problems of organizing education at a historically new level of development of society.”
So, let’s try to figure out what has happened to modern children over the years.
Psychophysical changes...
The psychophysical type of changes is associated with changes in the psychological and physical development of modern children.
Today's children later go through two growth spurts, or two developmental crisis periods. So, the first jump, called pre-growth spurt, these days, falls not on senior preschool age - 6-6.5 years, as thirty years ago, but on 7.5 - 8 years, that is, on junior school age.
It follows from this that in the first and, possibly, even in the second grades of school, educational material must be presented to students in a playful form.
There are also morphological changes among children, manifested in the so-called “secular trends” (epochal changes, transformations of the human species).
First "secular trend"- This asthenia physique of many guys, a lag in the growth of muscle strength. The process of asthenia is proceeding at an unusually fast pace. Among preschoolers and children of primary school age - about 50% are asthenic!
Another secular trend that is clearly manifested in the children's community is the increase in children right-brain dominant (left-handed) and ambidextrous - children in whom the dominance of one of the forebrain hemispheres is not clearly expressed and for work they, as a rule, use their right and left hands equally.
So, in the child population, the proportion of left-handed people increased to 11%, and ambidextrous people - to 35-40%. And scientists have found that in this category of children, androgyny and gracilization.
Androgyny, it consists in partial smoothing out gender differences or sexual dimorphism, and gracilization is thinning of the skeleton and general weakening of the musculoskeletal system.
You say, so what, and how can this be connected with school? It turns out to be the most direct!
Asthenics, the share of which among primary school children is about 50%, as already mentioned above, almost without exception they are classified as night owls, Their peak daytime activity occurs in the afternoon and evening hours. Since the student’s school day is traditionally focused on the “early person” type, “night owls” do not get enough sleep, cannot concentrate in the first lessons, and quickly get tired at school. This means that if thirty or forty years ago the majority of schoolchildren belonged to the “early bird” type and the predominant orientation towards this type was justified, now it would be advisable to move the first lesson at school from eight or nine to ten or even eleven o’clock in the morning!
And guys with pronounced androgyny and gracefulness have relatively weak nervous system, higher intelligence, but an increased level of anxiety, independence of thinking, aggressiveness, as well as a shift in the dynamics of daily activity towards the “night owl”.
Having summarized the fundamental academic research of scientists in recent years, D.I. Feldshtein outlined the range of the following significant changes
in modern children and adolescents:
In a minimally short five-year period, the cognitive development of preschool children (learning ability) sharply decreased.
The energy of children and their desire to be active have decreased. At the same time, emotional discomfort increased.
There is a narrowing of the level of development of the role-playing game of preschoolers, which leads to underdevelopment of the child’s motivational-need sphere, as well as his will and arbitrariness.
A survey of the cognitive sphere of older preschoolers revealed extremely low indicators in those children’s actions that require internal retention of rules and operating in terms of images. If in the 70s of the twentieth century. This was recognized as the age norm, but today no more than 10% of children cope with these actions. Children find themselves unable to do things that their peers could easily cope with three decades ago.
Noteworthy is the underdevelopment of fine motor skills of the hands of older preschoolers and the lack of graphic skills, which indicates not only the lack of graphic motor skills, but also the immaturity of certain brain structures of the child responsible for the formation of general voluntariness. Deficit of voluntariness, both in the mental and motor spheres of preschool children, is one of the most alarming factors reliably established by scientists of the Russian Academy of Education.
There is insufficient social competence in 25% of children of primary school age, their helplessness in relationships with peers, and their inability to resolve simple conflicts. At the same time, a dangerous trend can be observed when more than 30% of independent decisions proposed by children are clearly aggressive in nature.
Factors associated with children's exposure to television, starting from infancy, are causing concern. Screen addiction leads to a child’s inability to concentrate on any activity, lack of interests, and increased absent-mindedness. Such children need constant external stimulation, which they are used to receiving from the screen; it is difficult for them to perceive information aurally and read: while understanding individual words and short sentences, they cannot connect them, and as a result do not understand the text as a whole. Children are not interested in communicating with each other. They prefer to press a button and wait for new ready-made entertainment. Due to the fact that the child, while watching TV, does not speak, but only listens, he has primitive, poor speech and a meager vocabulary. Such a child, basically, does not speak, but screams, like his on-screen cartoon characters, who are not always kind and positive.
Computer games also contribute to the fact that children stop developing figurative and logical thinking. They stop fantasizing and inventing, and prefer to mindlessly press gadget buttons to get quick results.
There are more and more children with emotional problems who are in a state of affective tension due to a constant feeling of insecurity, lack of support in their close environment and therefore helplessness. Such children are vulnerable, sensitive to perceived offense, and react acutely to the attitude of others towards them. All this, as well as the fact that they remember predominantly negative events, leads to the accumulation of negative emotional experience, which constantly increases according to the law of a “vicious psychological circle” and finds expression in a relatively stable experience of anxiety.
In adolescent children, regressive changes occur in the brain support of cognitive activity, and the increased activity of subcortical structures caused by the hormonal process leads to a deterioration in the mechanisms of voluntary regulation.
A fairly large group consists of children who are characterized by an unfavorable, problematic course of mental development in ontogenesis. This is a category of pupils that, according to neuropsychological indicators, should be considered “borderline between normal and pathological.” And when they come to school, they are children with special educational needs (SEN).
Children with special educational needs are the category of pupils who need workarounds for acquiring knowledge that is common for their normally developing peers.
I would like to dwell in more detail on the problems of school adaptation of children with special educational needs, who most often go on par with their peers in the most ordinary schools.
First of all, these are children with mental infantilism syndrome.
By the time of school, such a child has not developed the ability to voluntarily control his behavior and actions. Such children are careless, naive and spontaneous; they do not fully understand the educational situation and often do not fit into the framework of generally accepted school behavior. They may ignore the teacher’s assignment, ask questions unrelated to the task, cannot maintain the overall pace of work, and are constantly distracted. Children with "mental infantilism syndrome" are characterized by a communicative attitude to learning, for them the most important thing is to capture the attention of the teacher and peers for the purpose of communication, while educational goals fade into the background.
This category of children often has low performance at school. They are characterized by emotional disorders: short temper, irritability, as well as impulsive behavior when the action is ahead of the forecast. This behavior is unacceptable in the classroom and creates problems both at school and at home.
In fact, the reason for the above behavior is a lack of certain biologically active substances in certain parts of the brain.
When adapting to school, children with this syndrome develop negative self-esteem and a hostile attitude towards school and teachers. Therefore, a necessary condition for successful adaptation will be the kindness, attention and emotional support of those around the child, both adults and peers.
As a rule, they are very timid, fearful, shy, they have an excessive need for protection, encouragement, and emotional support from their mother. Guys with autism spectrum disorders are able to communicate, many of them have retained intellectual functions!
The clinical picture of autistic personality disorder is complex, diverse and unusual in comparison with other mental development disorders. In any case, one should be very careful when assessing the intellectual capabilities of an autistic child, since this is associated with the uneven development of individual intellectual functions.
For example, children's excellent computing abilities are combined with an inability to understand the meaning of a simple task, or, having good spatial orientation, a child is not able to correctly distribute text on a sheet of paper when writing.
When preparing such a child for school, it is necessary to give him a certain amount of knowledge and skills ahead of time in order to “save” his energy in the process of adaptation, the success of which depends on the degree of severity of autistic traits and the timeliness of psychological and pedagogical correction.
Along with the alarming statistics, Academician D.I. Feldshtein also points out optimistic observations:
The category of gifted children is increasing, which inspires optimism, among them are children with especially developed thinking, and children who are able to influence other people - leaders, and children with “golden hands”, and children who represent the world in images - artistically gifted children, and children with motor talent.
But “according to available data, from 50 to 55% of children of senior preschool and primary school age in large cities of Russia today have an IQ of 115 points or higher, which, by the way, raises the danger of a “skew”, a shift in emphasis to the intellectual development of the child to the detriment of their social -personal development"
The above problems of development of modern children, of course, should be taken into account by us, teachers, when developing approaches to education and training. And even the most modern pedagogical innovations do not take into account the indisputable fact that a person changes from generation to generation and that pedagogical and educational techniques developed, for example, in the 60-70s of the last century, cannot be successfully applied in our time .
Dear colleagues, the child has become no worse and no better than his peer twenty years ago, he has simply become to others!
This article uses materials from Rudkevich L.A. « Epochal changes in man at the present stage and pedagogical innovations.”
State educational institution of additional professional education (advanced training) for specialists in the Moscow region Pedagogical Academy of Postgraduate Education
(GOU PEDAGOGICAL ACADEMY)
Department of General and Educational Psychology
Independent work No. 2 on the topic “Features of modern childhood”
performed by the listener
cathedral variable module
“Psychological and pedagogical competence of a teacher”
teacher of chemistry and technology
Municipal educational institution secondary school of the village. MIS Podolsk region
Sokova T.V.
Head: Ph.D., Pavlenko T.A.
Moscow 2012
Modern children are called differently and all definitions have a basis.
For example: “Children of the new millennium” are young creatures with unusual psychic abilities;
“Children of Light” - the worldview of children differs from the usual; “Gifted Children” - a level of development above average (not to be confused with school grades); in France, unusual children, the current generation are called “Teflon Children”, because... generally accepted stereotypes of behavior do not stick to them; in America - “Indigo Children”.
There are quite a lot of attempts to define modern children, although there is no official term.
All children are born innocent and kind, every child is special. The main task of adults is to help children grow and discover their natural talent.
The opinion of modern parents why there are more and more difficult children:
- Negative changes in society (advertising, violence on TV);
- Permissiveness out of a feeling of guilt towards children that little time is devoted to education;
- The point is outdated methods of education in kindergarten, school, etc.
Children's problems begin at home and can be solved there; parents must understand that it is up to them how their children will grow up.
The world is changing and so are the children. Old methods of education, such as intimidation, yelling or spanking, do not help to establish control over modern children, but kill the child’s desire to obey and cooperate, and encourage modern children to rebel. Close adults are becoming a problem for modern children, because... prevent them from developing. When working with modern children, it is necessary to abandon punishment. The modern child learns everything through imitation, not fear. If a child sees violence or it is done to him, he will do the same to others. Violence teaches a child in an incomprehensible, difficult situation for him to use violence to achieve his goal. Children exposed to violence hate either themselves or the world around them: boys become hyperactive, with attention deficit disorder; girls - self-destructive tendencies, low appetite, low self-esteem.
New means of education: cooperation, motivation, control. Modern children need help, but in order to grow, difficulties are no less necessary; problems from which cannot be protected, but must be helped to overcome them.
According to John Gray:
- A child cannot learn to forgive if he has no one to forgive.
- A child will not develop patience or the ability to wait for the fulfillment of his desires if he is always immediately given everything he wants.
- A child will not learn to accept his shortcomings if everyone around him is perfect.
- A child will not learn to cooperate if everything always goes the way he wants.
- A child will not develop creative talent if others do everything for him.
- A child will not learn empathy and respect if he does not see others experiencing pain and failure.
- A child will not develop courage and optimism unless he has to face adversity head-on.
- A child will not develop perseverance and strength if everything comes easy.
- A child will not learn to correct his mistakes if he is unfamiliar with difficulties, failures and mistakes.
- A child will not develop self-esteem and healthy pride if he does not overcome obstacles and achieve something himself.
- A child will not develop a sense of self-sufficiency if he is not familiar with the feeling of isolation and rejection.
- A child will not develop sense of purpose if he does not have the opportunity to resist authority and achieve what he wants.
Difficulties help a child become stronger. When children behave badly, they do not want to obey the will and desires of adults. In order to regain control over the child, he needs to be given a time out, time to think (4 years - 4 minutes, 15 years - 15 minutes). This is a short-term restriction of freedom, after which the child returns to the desire and basic attitude that was originally inherent in the child - to bring joy to parents and adults. Old methods of education based on fear awaken in modern children a tendency towards self-destruction. Children take revenge for violence by academic failure; enslaved children take revenge by inhibiting (mental retardation, autism), they slow down everything around, block, freeze - this is the reaction of slaves and prisoners. Children should feel that strong, experienced, patient adults are ready to help them at any time.
From the age of three we must begin to systematically provide education. Naturally, we need to start with what is closest to the child, and we must understand that what is close to a modern child is not cows and horses, which he does not see in his life, but cars, buses, and airplanes. It seems to us that we are showing something very close to him and nature, but in fact for a child this is not close at all, he doesn’t have it, he sees completely different images on the street. We extend this approach to children from past centuries, when they lived on the edge of the forest, there was a house there, and everything was in front of the child: flowers, and the sun, and a meadow, and, naturally, all sorts of plants and animals. He was shown a normal habitat. Now what can you show him? Our modern upbringing has not yet been adapted to the modern way of life, to the place where the child is born and grows. The child needs to be shown what he sees in his world, we need to start with this. We must change our philosophy, our methodology, our approach to the child. And if we show him animals, then they should be such animals that they really surround him at least a little, so that at least part of his life passes among them. It’s not enough to take him to the zoo on Sunday, it will remain incomprehensible to him.
A diploma is required. From the age of three, a child should begin to understand letters and the alphabet. By the age of four he should begin to read. From this same age he should begin to be taught the elements of arithmetic. In order to overcome the reluctance to learn, it is necessary to include an element of play, an element of jealousy, an element of envy, an element of environmental influence. But the most effective tool of education is example. Moreover, the example set by the father and mother, and not just the peers around him, when the child sees that he is doing the same thing as adults. And adults should deliberately show that they are engaged in subjects, activities that are very close to what he does.
From all of the above, we can draw the following conclusion: children come into this world with their own intentions and talents, which are clearly manifested from the moment of birth. They can absorb knowledge like a sponge, especially if they enjoy a subject whose study will provide them with a higher level of development in their area of interest. Gaining life experience helps them learn better, so they themselves decide in which area they need to gain it in order to solve pressing problems or expand their knowledge. They respond best if you treat them like respected adults.
With the help of their intuition, they not only perfectly recognize the hidden intentions and motives of other people, but with no less skill they can switch the attention of their authors to something else. The method they often use of psychologically “pushing the buttons” leads to the fact that they are considered nonconformists. If they perceive an ulterior motive in your attempts to get them to do something, they will stubbornly resist and still feel that they are doing exactly the right thing. From their point of view, if you are not doing your part in maintaining the relationship, they have every right to challenge you.
Children are great “button experts”: they work with us adults to help us recognize how we manipulate our partners. Therefore, if you constantly encounter resistance from children, check yourself first. They may be holding a mirror up to you or, in their unapologetic way, asking you to help them set new boundaries, bring out their hidden talents and abilities, or take them to a new level of development.
And so, we can highlight 10 main features of modern children and their childhood:
- They are less independent. They do not know how to make decisions, make choices and conclusions without the help of adults; they believe that there is no need for this.
- Now in the development of children, the emphasis is on the development of memory, rather than verbal-logical and abstract thinking. This is partly due to test preparation. They are not good at counting in their head, because there are many other devices that will do it for them. A modern child does not even know his own neighborhood well, and this affects the development of spatial thinking, which they develop at the computer, so they have poor orientation.
- The children are very educated. They know more than their parents, and there is a huge difference between them. They perceive information easily and quickly, they have a faster reaction, and their attentiveness is better developed. But writing a school essay is a problem, because you need to collect information, systematize it and come up with a plot. Informationally, they mature earlier, and socially, much later. Many graduates are completely dependent.
- They communicate little, speak, and have a hard time making contact. If a child is stuck on a computer, then he has big problems with communication, but this does not mean that he will not learn to communicate. He will do this, but a little later or when it is vitally necessary.
- They have a problem resolving conflicts. After all, I had a fight with a friend in the yard, and I had to go make up. There is no need to do this on the Internet; you can simply not respond and go to another site. And in the end, you don’t know how to put up, nor compromise, nor cooperate, nor talk, nor explain.
- They are shy. The computer does not teach you how to overcome this complex, only personal communication.
- They have problems with emotionality; they lack it. Many people do not understand what is bad, painful, and very scary. What we experienced at 6 - 9 years old, modern children experience at 10 - 12 and more traumatic.
- These children are less romantic and more pragmatic. Their world is filled with material values.
- They are less likely to make independent decisions; their parents decide everything for them.
- These children are more talented. They have more opportunities to develop their abilities, starting with early development schools. They can find any information at any time. The modern world is a world of individuality, and these children have everything for its development that children of past generations could only dream of.
The principles of raising modern children can be as follows:
1. When defining the boundaries of acceptable behavior for children, maintain a creative approach to their upbringing.
- Let's give them an outlet for their excessive physical energy. Consider this need in any situation.
- Let your child set their own boundaries, not the other way around. Even ask your child about it. You will be amazed at what your child is capable of.
2. Treat children as adults and equals, but do not assign adult responsibilities to them.
- Give children detailed explanations, give them the right to express their opinions when making decisions on various issues and, moreover, give them several options to choose from!
- Don't talk down to them.
- Listen to them! They are truly wise and know things that you do not know.
- Show them no less respect than you would your parents or a close, dearly loved friend.
3. If you tell your children you love them but treat them with disrespect, they won't believe you.
- They won't trust you to love them if you treat them with disrespect. No words in the world can replace manifestations of sincere love.
- Your lifestyle and your behavior in the family will clearly help your child answer the question of whether you love him or not!
4. Communicating with a child is both hard work and a privilege.
Literature:
1. Gray J. Children from Heaven. Parenting lessons. – Sofia, 2005
2. Campbell R. How to really love children - M., 1990
3. Rean A.A. Psychology of childhood. From birth to 11 years. – St. Petersburg, 2006
4. Shargunov A. Answers of the archpriest. // Russian house. 2004.P.46-47
Internet resources:
http://romasky.ru/blog/23402http://ds14-minusinsk.ru/index.php?option=com_quickfaq&view=items&cid=4%3A-&id=21%3A----&Itemid=68
http://www.diets.ru/post/256699/
MAN,
SOCIETY,
CULTURE
A. A. Beschasnaya
CHILDHOOD IN THE MODERN WORLD
The article examines the phenomenon of childhood from a sociological point of view. Childhood acts as a dynamically developing phenomenon in the life of society, and the family as a necessary condition for a child’s life. A comparative analysis of modern and traditional ideas about childhood and family reveals the reasons for transformations and characteristics of the modern image of childhood and family.
The rapid development of the modern world changes in time and space those attributes of human life that in previous eras seemed constant and gave stability and eternity to the existence of the human race in the public consciousness. The 19th and 20th centuries brought transformations not only to the material and technical spheres, but also to the socio-cultural components of society. Interpenetration of cultures, transformations in religious consciousness, changes in the value system, social roles, individual self-awareness, family functions - this is just a few of the list of phenomena characterized by dynamism. You can add childhood to this list. Childhood is presented as a period of a person’s life, the character of which is determined by the structure of society and the characteristics of its development.
We are used to thinking that childhood is the most carefree and happiest period of a person’s life. In childhood, a person is surrounded by tenderness, affection, the child is told fairy tales about “good and evil”, taught “smartness”, helped to “get on his feet”, and then for a long time they patronize the “overgrown child”, while commenting on their guardianship: “ To me you are still a child." And often the “child”’s position as a child ends in adulthood. The modern attitude towards children and offspring on the part of adults is declared as an attitude permeated with love and selflessness. And if there are precedents for the opposite attitude towards children, then this causes bewilderment, disapproval and condemnation from society. In modern society, the ideas of child-centrism and individualism, values and uniqueness dominate! and every child's soul.
But has it always been like this? Have children always been the center of the universe and “the world revolved” around children? And have children and childhood always had the meaning that we put into them today? It is impossible to answer with complete certainty
"yes" or "no". "O "
Based on the study of ethnographic materials, Russian scientists
D. B. Elkonin showed that at the earliest stages of the development of human society, when the main way of obtaining food was gathering with the use of primitive tools for knocking down fruits and plucking out edible roots, the child very early became familiar with the work of adults, practically mastering the methods of obtaining food and eating primitive tools. Under such conditions, there was neither need nor time for the stage of preparing children for future work. As D. B. Elkonin emphasized, childhood arises when the child cannot be directly included in the system of social production, since the child cannot yet master the tools of labor due to their complexity. As a result, the natural inclusion of children in productive labor is delayed. The lengthening of the age of childhood in time occurs not by building a new period of development over the existing ones (as F. Aries believed, for example), but by a kind of wedging in a new period of development, leading to an “upward shift in time” of the period of mastering the tools of production.
According to D. B. Elkonin, who stated the existence of paradoxes in the development of children, a historical approach to understanding these paradoxes and childhood in general is necessary. The paradoxes are as follows. When a person is born, he is endowed with only the most basic mechanisms for maintaining life. In terms of physical structure, the organization of the nervous system, the types of activity and methods of its regulation, man is the most perfect creature in nature. However, based on the state at the time of birth, there is a noticeable drop in perfection in the evolutionary series - the child does not have any ready-made forms of behavior. As a rule, the higher a living creature stands in the ranks of animals, the longer its childhood lasts, the more helpless this creature is at birth. This is one of the paradoxes of nature and human development that predetermines the history of childhood.
As evidenced by numerous studies by anthropologists and archaeologists, ethnographers and cultural scientists2, primitive man and modern people have no differences of a biological nature. Anatomical and morphological similarities, naturally, are also present between infants. Differences in the lives of ancient and modern people are observed at the social level. In the course of history, the wealth of material and spiritual culture of mankind has continuously grown. Over the millennia, human experience has increased many times over. Therefore, these quantitative changes could not but affect the content of the concept and phenomenon of childhood in different eras among different peoples - 3X0 P6RI0D LIFE of a person' lasting from birth to -122 m^7°TOg P0L0V0G° C°3reVANYA' Phasing of worldview and responsible for carrying out socially necessary activities,
And social- With the duration of childhood
k31 “shch;sGetGuests yaegs™in the era of the environment are still susceptible to yumeneyasho"
The emergence of a modern image of childhood, different from “traditional” ideas, occurred for the following reasons, which at the same time characterize the new image of childhood in the information society.
The conquest of a woman, and then her children, of equal rights with men. At the same time, social consciousness does not give women and children equal responsibilities compared to men. As a result, dissonance arises in families when a woman either, due to historical inertia, fulfills the full cycle of family and household responsibilities and, due to social necessity, a social burden, or the woman switches completely to the realization of her own socially significant social status, and the man, due to the prevailing historical conditions, voluntarily transfers the initiative to the woman, rights and obligations to bear responsibility for the family, the woman herself and children. The result of such historical collisions were problems that created a risky situation for children for the existence of human society. These are, for example, cults of self-sufficiency in the existence of an individual, childlessness, celibacy, single-child families, the spread of single-parent families, social orphans, the emergence and growing rejuvenation of child crime, prostitution, vagrancy and other deviations.
Dissemination of ideas of equal rights for people regardless of gender and age, democracy and pluralism of opinions. In relation to children, this was manifested in the emergence of a number of legal documents on the protection of children’s rights, according to which children are proclaimed “full participants in public life.” As a result of the approval and use in practice of this kind of documents, parents and other adults who, due to social and professional responsibilities, express concern for the actions and thoughts of children, are treated in modern jurisprudence as potential carriers of various types of abuses towards children. Unfortunately, this does not at all contribute to strengthening the family and protecting childhood from social disasters. State intervention in private relationships and family peace has the opposite effect in relation to the state itself on the part of the younger generation. Children and the younger generation rebel not only against their parents, but also against the state. This is manifested in children’s banditry, the formation of antisocial political organizations (totalitarian sects, skinhead groups, nationalist and extremist political movements, recruitment and psychological and ideological indoctrination in terrorist groups), shifting the care of elderly parents onto the shoulders of the state.
The peculiarities of family positions and relationships between fathers and children, older and younger members of a modern family, its value system are to a certain extent reflected and symbolized in updated “customs” and “rites”, in new forms of socialization. As a result of sociocultural changes, there is a decline in the importance of the family as a transmitter of traditions in society and an expansion of the circle and strengthening of the role of institutions of secondary socialization, most of which are characterized by a spontaneous nature. These include peer groups as well as media and communications. These influences create fertile ground for children to retreat from traditional values, which will subsequently lead to a conflict between young people and a society that preserves the cult of these values. The younger generation is the bearer of innovations that destroy old traditions, and this process does not take place without conflict.
Acceleration of the pace of technological revolutions, as a result of which children, as interlocutors, friends and socializers in society, received such technical means as interactive toys, television, radio, computer games, Internet communication, etc. For example, a three-year-old: a child is “advanced” computer user" compared to most 65 year olds. As a result, children do not acquire or refine communication and interaction skills with others.
Increasing requirements for the level of education of each subsequent generation, which, according to popular belief, is the key to a person’s future success. The programs of educational institutions are annually becoming more compact, becoming more complicated due to “looking ahead”, attempts to boost the age-related psychological capabilities of children and are enriched with additional educational services. As a result, children do not have temporary opportunities to strengthen physical health, develop psychological balance, and establish strong friendships with peers. The physically and mentally weakened deprived generation enters adult society.
Popularization of the ideology of personal success, individualization and uniqueness of the “I”, achieving goals, regardless of methods and means of achievement, overthrowing the values of collectivism, mutual assistance, community and unity with family, nation and society. This ideology forms in the younger generation the motives of competition, independence, individualization of lifestyle and way of thinking. Therefore, modern children are distinguished by non-standard (non-traditional) views, decisions, freedom of action and thought. They are guided by their own ideas about the world as it should be.
The spread of democracy in society has spilled over into democratic and open relationships in the family. There was an emotional emancipation of relationships between spouses, parents and children. If previously the basis of the family was the birth of children and subsequent sexual and emotional relationships of family members were built around this purpose, now emotional connections within the family are the basis for all other aspects of life and relationships within the family. The foundation of successful relationships between spouses, and between parents and children, and between the children themselves is a successful emotional contact between equal partners. In this type of relationship, parents and children respect each other and want the best for each other. Conversation, dialogue or agreement is the basis on which these relationships are realized. The modern model of contractual relationships with children assumes internal control on the part of the child as opposed to external control on the part of other people or social intermediaries.
As a result of the spread of the ideas of humanism, democracy, equality, individualism and an attempt to look into the soul of a child, modern society has an extremely negative attitude towards the physical impact on the child, i.e. physical rewards" “D*®0 Reproduction of public relations" ™ STANDARDN°! N°R«. control and regulation of “smoothing-SheTom™™lNIYA nev03m°“° without sanctions and influences on social violence nyatt p ^monitoring the behavior of children and the legal first physical eye - in the internal entptl ENK0M PRESHL0 violence has moved to a plane invisible and hidden to the psychological level - Therefore, external (physical)
It’s even worse than the mental (psychological) one, which is sometimes even more severe. The latter is accompanied by deep psychological trauma and
persistent negative experiences in children, which is often accompanied by a way out of an insoluble situation through suicidal behavior. Thus, society and adults, which existed in the past as a way of resolving their own powerlessness in relation to life circumstances, transferred infanticide onto the shoulders and responsibility of children in the form of child suicide.
I would especially like to note the ecological environment of modern children. Industrial growth, technical and technological discoveries and progress often create an unfavorable environment for the full physical and mental development of children. The modern and each subsequent generation is born and subsequently, under the influence of the environmental situation and educational stress, becomes more and more weakened than the previous one. Children are deprived of full communication and development in the bosom of pure nature, unspoiled by human invasion. The worsening unfavorable environmental situation is one of the reasons for the deterioration of children's health. It should be noted that scientists from different countries began to talk about slowing down the development of children, even about deceleration, in the late 80s of the last century. Scientists have identified the combined socioeconomic status of parents (the higher and more prestigious it is, the better the children’s health indicators) and an unfavorable environmental situation4 as the reasons for the weakening of the physical and mental health of children.
The last common reason and characteristic of the modern situation of childhood and our attitude towards children is the globalization of the modern world. In the process of interpenetration of cultures, interaction of people, nations, societies and states, a single cultural space and human community are formed, which functions according to the same principles and is characterized by the same ways of life. Western civilization is spreading throughout the world, intertwined in symbiosis with Eastern and Asian cultures, which generally forms a single common image of childhood for most states and societies with minor regional characteristics. For example, boys in Thailand, like their English peers, are involved in the Boy Scouts movement5, or, for example, the traditions of Japanese pedagogy of free education up to 5 years of age have become widespread in most pedagogical systems of the Western world, and the modern higher education system within the framework of the Bologna agreements allows children to study in various foreign countries under a single end-to-end education program.
Thus, if we try to characterize the general situation of children in the modern world, it is determined by the processes of globalization and the changing role of traditions in people's lives. Modern life is acquiring new dynamics, its rhythm is accelerating, and as this happens, the role of traditions is changing. On the one hand, the conditions of modern life require from modern children greater openness, arbitrariness, and freedom of action; on the other hand, due to the complication of socio-economic living conditions and the lengthening of the period of socialization, children are forced to be in a dependent position for a long time and submit to the traditional way of life. Thus, the child experiences a great burden and a series of intrapersonal crises6, since adults simultaneously demand the child to act in accordance with their traditional ideas as a guarantee of stability in relationships, and to show (preferably as early as possible) himself as a person capable of showing his successes, not being similar to others, think outside the box. The child seems to combine the past and the future, which naturally causes intrapersonal conflict and
distrust of adults. Different children come out of this situation in different ways. Someone chooses the path of submission to social, I emphasize again, contradictory demands, someone refuses to obey anything at all and goes into deviant behavior, somewhere parents start equal contractual relations with their offspring. But, one way or another, the child, thanks to the shaken traditional way of life, the transforming traditional family and attitude towards children, quite often finds himself in a situation of choosing between dependence and independence, in a situation of choosing responsibility for his own life path. The modern world around us is open and closed at the same time for a child. Open, because you can shape your life according to your free choice, and closed, because in a world free from traditions there are no unshakable guidelines for organizing life together with other people. Therefore, children in the modern world, no matter what society or state they live in, experience the full burden of successes and mistakes accumulated by society. The social perception of childhood integrally reflects economic indicators, technical achievements, social characteristics, cultural values and ideological ideas dominant in society.
Notes
1 See: Obukhova, L. F. Child (age) psychology / L. F. Obukhova. -M.: Rospedagentstvo, 1996. - P. 5.
2 See: Arutyunov S. A., Aries F., Breeva E. B., Bronfenbrenner U., Kohn I. S., Mead M., Pleskachevskaya A. A., Sergeenko, M. E., Taylor E. , Shcheglova S. N.
We put the terms “tradition” and “traditional” in quotation marks, because they represent characteristics of phenomena that have relatively long periods of existence in time, therefore, constant, but still subject to dynamism in the historical aspect.
See. Maksimova, T. M. Current state, trends and perspective estimates of population health - T. M. Maksimova. -M.: PERSE, 2002.- P. 61-75; Oreshkina, S. G. Features of the social status of children in the conditions of reforming Russian society (based on materials from the Irkutsk region): abstract of thesis. dis.... cand. sociol. Sciences / S. G. Oreshkina. - Ulan-Ude, 2004. - P. 5.
See: Ethnography of childhood: traditional forms of raising children and adolescents of the peoples of South and Southeast Asia. - M.: Nauka, 1988. - P. 79. Here, I think, child psychologists will have to address the issue more than once
N^mG™ Criteria CRISIS0B in the stan™shay of a child’s personality in the modern-day goal of clarifying the periodization of a person’s life (and childhood).