Custom essays on Ramifications of child development in a multicultural society and world

One of the most important roles in any cultural and multicultural society is to be the citizen of the homeland, to love the motherland, be proud of it, to be the patriot of own country. There can be other social roles which are mastered by a child, for example, role of specialist, which can get studying in the walls of school, lyceum, gymnasia or in educational establishments of primary professional education. There are other positive social roles which are mastered by a child in the process of maturing.
Discussing negative social roles and behavioural demonstration we could mention that among them are tramps, mostly they are homeless and neglected children. On streets, especially in large industrial cities, in shops, on markets, in a transport we meet children-cadgers who got used with this role and often enough skilfully get money from passers-by. Among such people we could find children who are thieves and sometimes exactly adults pushed them to such activity, but there are many cases when children do it independently. Thus, to the above listed activities can be taken some other social roles of negative character that formed negative behaviour in children age.
In multicultural society mastering by the child of the mechanism of role behaviour provides to him successful enter in social relations, as enables to him to adapt, adapt oneself to every new for him situation or position during all subsequent life. This process of adaptation of individual to the terms of social environment is named social adaptation.
Social adaptation is a necessary condition and result of successful socialization of child, which, as is generally known, takes place in three basic spheres: activity, intercourse and consciousness. In the field of activity a child has expansion of types of activity, orientation in every kind, its comprehension and mastering, capture by corresponding forms and facilities of activity. Mooney (2000) proclaimed that in the field of intercourse there is expansion of circle of intercourse, filling and deepening of his maintenance, mastering of norms and rules of conduct, accepted in society, capture by different forms, acceptable in social surroundings of a child and in society on the whole. In the field of consciousness we see forming of own “I-image” as an active subject of activity, comprehension of the social belonging and social role, forming of self-appraisal.
In the process of socialization, and in particular to social adaptation of child, the objective necessity of man to be “as all” shows up. However, in parallel with it in the process of individual development of personality for a child other objective necessity is gradually formed – to prove, the individuality. Hart and Risley (1995) said that a child begins to search methods and facilities for own expression, to show them, as a result there is his individualization, which is expressed in that one or another socially meaningful internals and properties of personality show up in individual, inherent exactly to this man to the form, that his social conduct at all general external likeness with the conduct of other people acquires the lines of uniqueness, to the unicity.
Social development of child in a multicultural society, thus, takes place on two associate directions: socializations (captures by sociocultural experience, its appropriations) and individualizations (acquisition of independence, relative non-interaction). If during included of child in society an equilibrium is set between the processes of socialization and individualization, when, from one side, he masters norms and rules conducts, accepted in this society, and from other – brings in the meaningful “contribution” to it, individuality, there is integration of child in society. Thus there are mutual transformation of personalities and environments.
Bronfenbrenner (1979) stated that these processes show up at all levels of society, including child’s entering in some concrete group, community of people, and have influence on forming of his certain personality internals. So, if there is no place for a process of adaptation of child to the group, then timidity, lack of confidence, lacking initiative, can appear for him, that can result in serious personality deformation. If a child overcame the phase of adaptation and begins to produce surrounding the individual differences which they reject as incongruous to their presentations and necessities, it can result in development for the child of negativity, suspiciousness, aggressiveness, overpriced self-appraisal. Fang and Derscheid (1997) proved that positive entry of child in a group, his integration assists forming for the child sense of association. During the entry of child in an asocial group asocial internals can develop for him. All these processes can take place spontaneously, elementally during the vital functions of child, and can be regulated, even partly, by purposeful influence on development of child – by education.
According to Huston (2002) during the last ten years in pedagogics and other social sciences widely discussed a question about correlation of concepts “socialization” and “education”. The special attention is tied down to this problem in connection with the change of ideology of the state, revision of aims, maintenance and methods of education. Thus, one authors try to replace education by socialization, other examine education as part of socialization process of child’s personality, third under socialization understand civil and moral education. There are also other points of view. However, Masten (1999) considered indisputable for all a fact that education – is one of fundamental factors of socialization of personality of a child. In the most general view education is a purposeful process, assisting development and forming of moral internals of personality, the same influencing on socialization of child. Being component part of influence of social factors on a man, it has own features. This process, unlike other, is always purposeful and carried out by consciously adjusted on him or by specially geared-up for this purpose people: by parents, teachers, educators, leaders, social teachers and other; through education there is an account of other social factors, influencing on socialization of child – environment which he is in, facilities of mass communication, cultures, etc. In the process of education individual originality of every child is also taken into account. However, it should be remembered that education occupies the fully determined location among other social factors and can not neither replace them nor eliminate.
Thus, taking into account all above presented information we could come to the conclusion that in the process of development of child his socialization which plugs in itself social adaptation must be carried out in society. If it does not take place, there is other phenomenon of miss adaptation could be observed, and in its turn it provokes a necessity for the social rehabilitation of a child. Making research on the topic of our paper I want to say that in the process of development a child masters not only maintenance of cultural experience, but receptions and forms of cultural behaviour, cultural ways of thinking. In the development of child’s conduct, in such a way, we should distinguish two mainlines. One is the line of natural development of behaviour, closely associated with the processes of general height and child’s maturing. Other is a line of cultural perfection of psychological functions, making of new ways of thinking, captures by cultural facilities of behaviour. So, when we, consequently, intentionally interfere during the processes of our conduct, then it is accomplished only on the same laws, what these processes are inferior in the natural flow, just as only on external natural laws we can modify it and subordinate to the aims. It specifies to us faithful correlation, existing between the cultural reception of behaviour and its primitive forms.

References
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