The Socialization of the Child
ITEM 4. DISCOVER NN OTROS.PROCESO OF DESCUBRIMT, linkage between the various AND ACCEPTANCE. AS INSTITUC SOCALZADORA Schools sub. THE DL PAPL cntro OF U.S.. WITH IN NNS IN stacion INTRVEN SRSG SOCI.PPALES CONFLICT OF LIFE GROUP
1.Introduction. / / 2.The child discovers the other. / / “The recognition of the other. / /-Features of the knowledge that child has of the other / / 3.The process of discovery, connection and acceptance.
/ /-discovery process. / /-links and socialization processes.
“The process of acceptance. / /-Educational criteria affective processes of socialization / / 4.La school as a socializing institution. / /-School as an institution that contributes to the process of socialization. / /-Sharing education and socialization other services and institutions / / 5.The role of early childhood education center on prevention and intervention with children in social risk situations. / /-Prevention. / /-Intervention. / / 6.Principales life conflicts group. / / 7.Conclusión. / / 8.Bibliografía. / / INTRODUCTION.
To develop this theme I based on a fundamental idea, namely that family and school are the places where there is the socialization of children, including the acceptance of rules, habits and customs to integrate into society. / / From this consideration, first describe how the child discovers the others and to socialize as there are three processes: discovery, connection and acceptance. Subsequently discuss the role of the school as a socializing institution and type of prevention and intervention in cases of social risk. Finally I’ll discuss the major conflicts in the group life and the operation to be carried out. / / When THE CHILD FIND ANOTHER follows the following process / /
This is done because the child has contact with people in the environment. / / This contact has several stages. I have studied the process by which there is recognition of others, such as stands at around 3 or 4 months old. From there the children show different behaviors (smile, cry, etc..) According to the person with whom to interact. Before 6 months, children recognize certain persons who acquire behavioral significance for them. / / In the eighth month is a qualitative change in the social knowledge of acquaintances and strangers, children discriminate between familiar and unfamiliar people showing at the last caution or fear. / / These reactions are expressed in visual and motor behaviors that show that the child makes an assessment of the person who approaches him. This assessment requires knowledge of the unknown and the social meaning of different situations of social interaction. / / The self-recognition is after the recognition of others. Until the last months of the first year of life, children do not seem to recognize, even if they recognize things that belong and partials of the body. / / Between 18 and 24 months children often recognize its image, beginning to use personal pronouns . / / The knowledge that the other child has the following features.
Characteristics of the child has knowledge of the others:
/ / “It is a knowledge based on external characteristics and apparent. / /” Your idea about feelings, intentions or personal traits of others have a global nature, imprecise. / / “The most familiar are the situations where they are, find it easier to infer the characteristics of others and tailor their behavior./ / “When your point of view is involved in a social situation, sometimes they will have difficulties to differentiate it from other. / / The discovery of the other is the first part of the socialization process, whose pillars are self-discovery Also, the emotional ties linking with others and acceptance of oneself, others and the rules of society.
I describe DISCOVERY PROCESS, LINKING AND ACCEPTANCE.
/ / In principle, the child accepts himself, his body, features, capabilities and limitations, develop adequate self-concept and positive self-esteem. These aspects are translated into objectives and contents of the area A Knowledge of self and personal autonomy, according to Royal Decree 1630 of December 29 2006. / / On the other hand, there is acceptance of others is accepted by them and provides emotional and social relationships. These aspects are objective and contents of the area B of Knowledge of the environment of the Royal Decree. / / Finally, there is the societal acceptance of standards and integrates well with this. These aspects are objective and contents of the area C Languages: communication and representation. / / In response to these issues the first is the discovery process, which covers the first two months of life and the child knows his body, attributes possibilities and limitations, it is their self-concept, one of the content to work in child education. A positive or negative assessment that the child does of its features, we call self. / / For links and processes of socialization, attachment is the link in this age group. / / Attachment is a bond that provides the child with people who interact with him a privileged way, characterized by certain behaviors, representations mental and feelings. Behaviors that achieve or maintain proximity to the person you are attached, privileged interaction behaviors, intimate contact, surveillance and monitoring of attachment figures, motor behavior and monitoring approach. / / The attachment includes the construction of a model mental relations with attachment figures. The most important content of that relationship are the resources made the concept we have of the attachment figure and of itself and finally the expectations about their own relationship. / / Also, the attachment is the set of feelings associated with people with whom the child is connected. The proper relationship with the people bring up feelings of attachment security, welfare, associated with proximity and contact with them, and separation anxiety when they occur or difficulty in the contact. / / The emotional bond is formed during the first year life resulting from the need of bonding that takes the child and the behaviors to satisfy is at stake, and offering specific care and attention. This link is the result of the interaction between the child and some adults. / / The attachment bond is consolidated in the second year of life, enriching their representational components for the development of intellectual capacities. / / In addition to bond with other people their environment, children need to learn to accept others. This process begins in the family acceptance.
/ / In the home environment, the child becomes aware of the relationships between different family members, feeling a desire to participate in the intimacy of the relationship of their parents and, if born jealousy a new sibling. / / The fraternal jealousy stem from the restructuring of the family system which is the birth of new sibling, leading to feelings of ambivalence to this new family member, and the behavior of their attachment figures to understand that sharing attachment figure is not lost./ / Certain errors like, do not explain the arrival of a sibling, sudden changes in the care, etc, can cause conflicts of jealousy persistent behavioral consequences. / / Avoid these mistakes, make the child part of waiting and newborn care born and offer the possibility to have multiple attachment figures, is the best form of prophylaxis. / / also be convenient to have these educational criteria affective processes of socialization:
/ / Félix López from attachment theory provides a very useful educational criteria : / / “From the standpoint of the demands of children, we should not accept the tantrum or other inappropriate forms of demand and procedure for obtaining bonuses and care. / /” From the standpoint of the characteristics that must be satisfied stimulation offered by attachment figures: quantity, accessibility, exclusivity, quality, permanence in time, unconditionally. / / “From the standpoint of the number of attachment figures is desirable that children have multiple attachment figures. / / We offer general education style that combines displays of affection, demands appropriate to the child’s abilities. Tolerance as a system, the constraints are not explained or coldness in relationships, have undoubted consequences. / / The school has a socializing action, the child has contact with other children and adults, and this will promote the socialization process. Step to analyze schools as institutions socialize.
/ / Begin by analyzing the concept and purpose of socialization.
/ / Educate is to socialize, socializing are all processes involved in the development of skills and abilities to help children integrate into society actively. / / In its relationship to education socialization, the former is understood as a process. While the child is socialized education. Procedural character gives her graduation. / / If we focus on the constructivist explanation of the process of student learning, there are grounds for believing that the construction of knowledge is not an individual process, because students do not construct meanings purposes of any content, and because the teacher’s role is to act as an intermediary between content learning and constructive activity that students deployed to assimilate. / / So we can understand the school as an institution that contributes to the process of socialization.
/ / In the heart school prepares the individual for social integration. The child should be recognized as a member of the education community that must and can take an active and responsible, prior to their participation in society as an adult. / / The school is the primary social nucleus in which the child establishes and maintains his first contacts outside the family. The school is a society in which delegates the task of socializing new generations, which means helping them understand the behaviors, patterns of interaction, ways of working, thinking strategies, judgments and values that explain how to being of people within the society to which the student belongs, as well as other diverse communities. / / This process has to be used to develop skills and values that enable them to join the society in a thoughtful and critical. / / The school setting is where the child is to inform and educate, teaching conceptual, attitudinal and procedural possible independence in the environment. / / In short, education has a social dimension of the relationship undeniable and a socializing function, with key the relationship between development, learning and culture. / / It is therefore clear the influence of early childhood education in the social development of children. / / But it is importantshare of education and socialization with other services and institutions.
Although the family, first time, is the immediate development environment for the child, the school is a socializing context. All cultures have organized systems, medianteos individuals prepare young adults for their incorporation into society. / / In industrial societies, the school is the institution responsible for the transmission of cultural values and concepts. / / The school is a distinct developmental context of the family. These two contexts: school and family defined by patterns of behavior, rules of interaction, communication methods and procedures for transmitting information that they are characteristic. / / After describing the role of school socialization, analyzes the role CHILDHOOD EDUCATION CENTER IN THE PREVENTION AND INTERVENTION WITH CHILDREN AT RISK SOCIAL. / /
There are children with a family situation, social or school refusal, which is not conducive to development. / / The school makes evident, the teacher can detect some problems, so it is important to know the risk indicators, as if the child has a bad appearance, if it is repeated signs of physical abuse, if you have serious difficulties in school, if you do not trust anyone, does not make friends, if it involves inappropriate sexual activity indicators of age has sexual or aggressive behavior is greatly altered behavior, negative, aggressive, etc. / / If any of these indicators appear in a child must be given cautiously and wisely. / / Detect these situations and act on them is a duty to society as a whole and each citizen has towards the weaker members and the responsibility of institutions and professionals who have been asked to address the education of children. / / An element work is prevention, which has three levels: / /-Primary: intended to prevent the occurrence of certain problems or limit the incidence of these risk factors identified to initiate preventive or therapeutic measures to limit its occurrence. / /-Secondary: its objective is early diagnosis. / /-Tertiary Prevention: its purpose is rehabilitation. / / The school carries out prevention and intervention in appropriate cases, should become a privileged instrument to compensate for inequalities and preventing personal maladjustments social. / / As general measures necessary for the school is more sensitive to the social environment, more flexible in their educational performance, more open to new solutions. / / So it should be structured around instructional content that leave no room for problems life. / / Finally, it is necessary to frame the educational software, education in democratic values, participation, non discrimination, the rights of children, to meet new social and personal demands of the human group who live in the school. / / So that the teacher who thinks that something must be done to ensure the welfare of the child will attend, not to think that none of your business, do not think you have no choice, watch and listen to the child, try to talk to family prints contrasting with other professionals, to inform senior management of the center, the School Board, the Inspection, respecting the child’s right to privacy, and if necessary resort to the law 3 / 1999 to March 31 protection of children in Castilla la Mancha who attends school unit operation support. / / As we know, the child moves from primary socialization in the family to high school in wider social groups and less affective as school. This step can lead coflictos therefore describeTHE MAIN CONFLICT IN GROUP LIFE. / /
The conflict involves conflict between individuals, groups or between them, through which state interests, values or conflicting aspirations. / / Education for peace means the conflict as natural and inherent human nature and opposed violence, and that responds to the conflict. / / Hence the need for education in values, involves building Educate, facilitate, make known. Values are learned by living them, adults are models of small, so it is essential to educate for conflict, forming one of the fundamental aspects along with the self-concept, coexistence and respect for diversity. / / Education to the conflict in the nursery will focus on issues such as: / / peaceful conflict-resolution / /-Use of the term, learning to talk. / / “Non-violence, the critical attitude towards the culture of war … / / -Development of cooperative behavior. / / The most common conflicts that arise within the group class are: procedural conflict, goal conflict, interpersonal conflict and conceptual. The latter implies a disagreement in ideas, theories or opinions. This type of conflict is suitable for the development of cognitive structures of critical thinking and moral reasoning. / / Therefore, most of the conflicts that occur in the peer group, if you can lead back to promote and influence the cognitive development in the socialization and educational goals. It should be noted that the interaction does not automatically promoted these effects. In addition to the amount of interaction, it must take account of this interaction should be cooperative. In the cooperative structure tasks are organized so that cooperation is the condition to perform, can not be achieved without the collaboration of colleagues (Trojan, 2002). / / According to Díaz Agudo, 2003, the numerous investigations carried out during the two recent decades on cooperative learning have proven effective in improving students: performance, learning motivation, responsibility, interethnic relations, tolerance or the ability to cooperate. / / The major problems are found in Early Childhood Education: / /-emotional conflicts, personal impact on the group. / / “Problems of aggressiveness. / /-Rejection-related problems, anxiety, emotional … / /-inhibition problems, given in some interactive children, peaceful … / / The Peace education needs to address interpersonal conflicts so as to create conditions to resolve them through dialogue and participation, so peaceful. When conflicts are approached from the dialogue, the children discover different points of view. / / How the teacher intervenes to resolve conflicts peacefully? / /-Organizing a functional infrastructure that give the least possible conflict and taking care of distribution material, grouping, sequence of activity types … / / “Observing the behavior of children, collecting information about each of them in common situations of school life. / /-offering conflict resolution by themselves without intervening prematurely . / /-helping them to verbalize the conflict, examining their causes. / / We must remember that the teacher model is for the child, making sure that conflicts are resolved through dialogue, and guiding families to receive home the same model. / / Burton talks about the Prevention, not preventing the conflict, but acting before the crisis arrives, and let it draw out the conflict and use it positively. / /CONCLUSION.
With this issue we have studied the socialization of the child. We have described how the child discovers the other, the processes involved in socialization, discovery, encouragement and acceptance. On the other hand, we have analyzed the role of the school as a socializing institution and the types of prevention and intervention they offer for social risk. And finally we have discussed the major conflicts that arise from living in the intervention group and the school holds. / / We are facing an important issue for us as teachers, as family and school are the main places where produce the child’s socialization. And inside the school, is in kindergarten where the children move greatly in their socialization process.