The main problems, on the solution of which the coverage of all other issues of pedagogical anthropology depends, are the problems of children's nature.

However, for many centuries the child was perceived as a small adult, who, in accordance with this, should understand everything almost like an adult. Is the dialogue of the father indicative in this regard? with his son in one of the ancient Egyptian sources. The father is dissatisfied with his son’s school success and reprimands him in the spirit that, for example, a donkey is an animal, they explain to him what they want from him, in human language, and he eventually understands what he needs to do, and the son is a man, and how can he not understand the explanation of the teacher, who speaks to him in his own, human language. For peoples living at the stage of tribal communities, childhood is very short - at 8-11 years old (for different peoples) after the initiation rite, the child becomes a full member of the tribe. Infanticide, the permitted destruction of children, has existed in many cultures for many centuries. In the myths of antiquity there are no children's characters. The child is not a subject of spiritual culture. The exceptions are some mythological heroes, but their childhood is evaluated according to the laws of adult behavior. A clear illustration of the non-perception of children's specifics are the canvases of medieval authors, in which the child was depicted with the proportions of an adult, but of small stature. It is possible to determine that this is a child only by a toy, an apple in the hands, or other details of belonging to childhood.

Even J.J. Rousseau, whose name is associated with the idea of ​​child-centrism, considered childhood (in the individual and socio-historical sense) only as an illustration of what is the real, natural, not distorted by cultural layers, human nature.

The “discovery” of childhood happened gradually. Speaking about the period of childhood, medieval thought singled out features inherent in all children in general: susceptibility, sinfulness and unreasonableness, and special features inherent in different stages of childhood and different individuals. Compared with all other ages, susceptibility to education was considered a positive feature of childhood. Philip of Navarre, in The Four Ages of Man, argued that childhood is the foundation of life, and on a good foundation a great and good building can be built.

A significant contribution to changing attitudes towards childhood was made by Erasmus of Rotterdam (1467-1536). In the process of raising a child, he believed, one must take into account age and not allow anything that exceeds the child's strength, even games. The educator needs to recognize the inclinations and abilities of the child as early as possible and rely on them, because a person more easily grasps what his nature is predisposed to. He argued that the inner world of a child is a divine world and cannot be treated with the cruelty that reigned towards him everywhere.

A scientific understanding of the originality of children's nature began to take shape only in the second half of the 19th century. based on the assertion of the intrinsic value of the child, his inclusion in the civil-legal and moral communities that provided children with legal and moral rights. But only in the XX century. there is a steady interest of society in childhood as a social phenomenon and a whole "children's" industry is formed, covering both the material and spiritual spheres. It was at this time, through the efforts of F. Frebel, N.F. Pestalozzi, M. Montessori and other reformers of pedagogy developed socio-psychological and cultural ideas about the special status of childhood, including the right of the child to play and play consciousness, which have a special role in the development of man and society as a whole.

In this regard, specific questions arose before philosophical and pedagogical anthropology: if the characteristics of the child's nature are due to his age, then what is the relationship between childhood and the general nature of man; whether children's nature expresses the original essence of man or whether human properties are acquired in the process of individual socialization and upbringing; is it permissible to evaluate the sincerity, openness, gullibility and other traits inherent in children as morally ideal qualities of a person; Does the task of education consist in the preservation and strengthening of these traits, or does the state of “moral innocence” characterize the moral infantilism of the individual?

The concept of childhood at the present stage is associated not with the biological state of maturity of the child, but with a certain social status, with the range of rights and obligations inherent in this period of life "with a set of types and forms of activity available to him - this is how historians define childhood. Psychologists interpret childhood as complex , a multidimensional phenomenon, which, having a biological basis, is mediated by many sociocultural factors. “A child appropriates society,” wrote D. B. Elkonin. “Everything that a child should have already exists in society, including needs, social tasks, motives and even emotions". V. A. Sukhomlinsky believed that childhood is the most important period of human life, not a preparation for a future life, but a real, bright, original, unique life. The famous psychologist and teacher F. Dolto wrote that a child is not future man, but simply a person who has the freedom to be and become, the right to be understood and accepted by others, the ability to accept and understand others, make responsible choices, build relationships with adults not as with masters and mentors, but as with equal, although not identical, partners in life.

Humanist educators emphasized that understanding the supervalue of adult life leads to the conclusion that the world of childhood is completely devoted to the tasks of adapting the child to the world of adults. Adaptation based on complete obedience leads ultimately to the denial of the child's personality. Recognition of the inherent value of childhood has become a key idea of ​​educational concepts of a humanistic orientation: the orphanages of J. Korczak, A. Neil's Summerhill, the new French school of S. Frenet, the free school community in Vickersdorf G. Vinet-kenadr.

According to prominent educators, it is the recognition of the intrinsic value of childhood that leads to the thought of the value of the child's present day. Pedagogical humanists argued that the educational activity of a teacher should be based on the idea of ​​the absolute value of childhood and the needs of the child.

In modern, Russian legislation, the rights of the child are interpreted as the rights of a person who has age restrictions in capacity. They are a set of legislative norms aimed at protecting the interests of the child in all spheres of life. It is noted that the child is an independent subject of law, that children, as citizens of the state, must enjoy all human rights and freedoms and have appropriate guarantees for their implementation, that they cannot act on an equal basis with adults and need special protection and protection. State under legal regulation public relations, the law establishes special rights for children and the norms for their provision for all children in general, and in particular for children deprived of parental attention and care for various reasons.

The rights of the child are presented in the "UN Convention - an international treaty binding on the signatory parties. The UN Convention on the Rights of the Child was ratified by the Supreme Soviet of the USSR on July 13, 1990. The emergence of the Convention played a certain role in the process of humanization of education. The Convention calls adults to be responsible for the fate of children, emphasizes that childhood is the time of the most intensive development of a person, the formation of his personality, but it is in childhood that a person is the least protected and needs the help and support of elders.The Convention draws public attention to the legal protection of children from all forms of physical, mental and sexual violence. has the right to be protected from insults, rough treatment, he has the right to the care of adults.The Convention sets out in detail the rights of children who are physically and mentally handicapped, orphans and refugees, children prosecuted for offenses.An important place is occupied by articles about child protection and from economic exploitation, prohibiting the involvement of children in work that is dangerous to their health. A special place in the Convention is given to the problem of school discipline. The need for discipline for the safety of children is emphasized, attention is drawn to the methods of achieving it. Several articles deal with equal starting opportunities for children in the process of receiving education, which should be aimed at fostering respect for the national values ​​of their own country, as well as for other civilizations.

In modern pedagogical science, the rights of the child are systematized for the first time:

The 1st group of rights - "social subsystem" - represents the rights of the child to a higher social status. This includes the rights of children to equality with adults in the discussion of common problems, to participate in reasoning and sentences to themselves, to complain, to protest, to freely exchange opinions and statements on any issue, to be protected from the arbitrariness of adults (tyranny and despotism). The right to protect one’s health, to secrecy and rejection of the hard work of growth, to self-government, to independently manage one’s own life, to property as respect for personal belongings and money, to respect for today and the current hour (the child lives today, and he is valuable as an individual today).

The 2nd group of rights is physical, or "environmental". Includes requirements for control over the child's environment.

3rd group of rights - "personal rights" associated with the inner life of the child, which are subjective in nature. The main one is the right to be yourself. Recognition of this right does not mean pedagogical passivity - it is about non-violence against the nature of the child, about the refusal to bring him under the standard or bring him in line with the goals that adults have set for themselves. Recognizing the right of the child to be who he is, the educator creates conditions for the development of the child, showing benevolence and understanding.

Societies differ in which age group has the highest status. In traditional cultures, the status of the individual steadily rises with the number of years lived, and the elderly have absolute authority. In an industrial society, able-bodied adults have the greatest influence, pushing pensioners to the periphery. In modern society, in which youth is the greatest value, belonging to the younger generation becomes a value in the labor market. The specificity of the modern industrial and post-industrial society is the ever-increasing rate of change, and the gap between the culture of different generations is increasing. In the 70s. XX century, as the speed of changes in the external environment increases, the internal differences between young people and old people inevitably become more and more noticeable. The pace of change becomes so staggering that a few years difference makes a big difference in a person's life experience. The younger generation, as the bearer of the most up-to-date knowledge and better prepared for the future, acquires a higher status than their parents. Adults begin to imitate children, learn their style of clothing, their jargon, listen to their music. It has become fashionable to shoot big feature films for adults based on cartoons and computer games.

The children's vision of the world is now becoming universal, interest in childhood is becoming more and more intense, and the image of the child is taking an increasingly significant place in the world of adults.

Significant costs of the process of socialization of modern youth include pronounced infantilism of a significant part of it, which is caused by the peculiarities of the game consciousness, convinced of its protection from the duties and hardships of everyday life. Playing with reality, or playing in an illusory world, which is expressed in fashionable youth communities living according to the laws of virtual reality, in long-term material and everyday dependence on parents, etc., is based on a hidden desire to abandon those social rights, the implementation of which is associated with practice-oriented efforts, and at the same time from the rights and obligations assumed by "adult" life. The right to childhood is hypertrophied to the right to eternal childhood which, in essence, is a denial of the right to adulthood.

Each new generation of people appropriates the level reached by humanity, taking it for granted. For example, today a child with early age is fluent with TV, computer. He masters all this as already solved problems, a starting position. Children grasp the highest level achieved. Meanwhile, for adults, these tasks are still in the process of development, concluding the process of solution. Moreover, when dealing with new electronic, computer toys, games, and so on, the child in his relationship to them raises questions that require adults to comprehend them.

modern childhood became, on the one hand, much more active in its reflection on the world in general, on the other hand, more infantile in terms of social orientation. There have been serious shifts in the motivational and needs sphere of children, which is expressed in the emergence of new, often very "controversial" values, an alarming shift in motives, etc. To a large extent, this is due to the loss and lack of stable socially developed guidelines, clarity of positions in relations to the reality of adult society itself. In addition, the structures that ensure the formation of a children's society, in particular, various amateur children's associations, have been reduced to a minimum. The existing various sections, circles and other extra-curricular forms are focused on specific objective activities, and not on the interaction of children, not on the child's manifestation of himself among others, in his society. Meanwhile, children feel the need to develop multifaceted relationships with each other, different at different ages, in the organization of special social structures that carry a certain load, both in the children's society itself and in the adult world. Growing children realize this need for connections with peers in the subcultures of certain groups, in spontaneous associations, in small, often with a negative orientation, groups, manifesting in their own way in mass shows and discos.

A complex and inadequate situation has developed in the construction of children's relations with the adult world, which is inadequate to the needs of children and the tasks of upbringing. On the one hand, the adult world seemed to be approaching: children became not only more relaxed in relation to adults, more confident, and often condescendingly condescending, that the connection with the greater availability of information, with the fact that almost everything previously forbidden became available and permitted , there was a certain independence of children.

On the other hand, at the same time, the adult world moved away, since adults not only began to take less time with children, but also do not appear before them in a clear position of their attitude, their requirements. At the same time, older children - adolescents and high school students - actually retain the position of a child in the eyes of close adults and the adult world as a whole. Children are not included in the sphere of activity of society and in the discussion at an accessible level of those economic, environmental, socio-political and other problems that adults live with. The school still does not create adequate opportunities for including children in situations that require them to display personal social activity, self-determination and responsibility. On the contrary, due to the reduction in the requirements for the development of compulsory subjects, the lack of proper control, etc., on the one hand, and the change in the values ​​and goals of modern youth, on the other hand, conditions are being formed that contribute to the development of dependency, a consumer position, stimulating the formation of social passivity and egocentrism.

It is no coincidence, for example, that compulsory classes, training and others, in the absence of a corresponding formed need, an internal readiness to acquire deep true knowledge, are perceived by schoolchildren only as imposed, often causing a feeling of incomprehensibility, opposition. Obviously, there is a sharp contradiction between the accelerated general social development of children, associated with conditional familiarization with the world of adults, and the possibilities of real social functioning and real personally significant ways of socialization and individualization that are closed to them.

In modern conditions, a qualitatively new circumstance has also appeared that significantly complicates the process of becoming a growing person's personality - an avalanche-like, uncontrollable, uncontrollable information from cinema, television and computer monitor screens, pages of magazines and newspapers of different levels of dignity and dubiousness. All the material specially given to the child, from school subjects to moral guidelines, no matter how wide it may be and no matter how hard parents and teachers try, is in the same channel with a much larger flow of this free information.

Modern childhood has significantly stretched out in time, lengthening in developed countries over the past one hundred to one hundred and thirty years by one third, from 12 to 18 years of age. At the same time, an ever more dynamic development takes place within each stage-stage of childhood.

Talking about children and childhood, of course, one cannot avoid the problem of play and its importance for the development, upbringing and education of children. The paramount importance of the game for the natural development of the child is evidenced by the fact that the UN has proclaimed the game a universal and inalienable right of the child. Play is the only central activity of the child, taking place at all times and among all peoples. V. G. Belinsky wrote in one of his articles that let the child play pranks and mischief, if only his pranks and pranks were not harmful and did not bear the imprint of physical and moral cynicism; let it be reckless, reckless, so long as it is not stupid and stupid, while deadness and lifelessness are worst of all.

The game, as you know, presupposes the presence of other participants with whom the rules and scenario of the game are discussed, roles are distributed, etc. Even in those cases when a child plays alone, he seems to “split up” and agree on everything with himself. The game is always a dialogue. During the game, unpredictable situations often arise, opening up scope for making non-standard decisions, awakening fantasy and imagination, stimulating the independence and initiative of each participant.

When the game is offered by others, children, as a rule, easily and immediately take over the game part, but with goal-setting, control and evaluation, as the most reflexive components, the situation is much more complicated. J. Piaget explained this by the existence of a rigid age division of the functions of a child and an adult. So, in the European and in our system of education and upbringing, the functions of goal-setting, control and evaluation in the process of interaction with children are assigned to adults. In independent children's play, most often, the idea of ​​the game, and its implementation, and correction are the work of the child himself.

But both children's games and toys have undergone significant changes, especially in recent decades. Informatization and computerization, which swept society at the end of the 20th century, radically change the situation that has developed for centuries through the influence of games on the formation of a child's personality. The place of a partner in games is firmly occupied by a computer. No matter how difficult game program, in a game with a computer, the child reacts to the given rules, while the computer itself does not take into account the individuality of the child. There is another dangerous trend. Modern complex games and toys that have replaced mechanical ones do not allow the child to learn the principle of their work, look inside and experience surprise and a sense of discovery. And the ancients noticed that surprise is a source of wisdom, it always prompted an independent creative search.

The time of childhood is a natural harmony of mind and feelings that have not lost their sharpness and brightness, which is so necessary for acquiring cultural experience and the formation of the child's inner world. In childhood, the mind and feelings are equal and self-sufficient, although to a certain extent they are autonomous. It is no coincidence that the task of the teacher is to create conditions for their holistic development. It can be assumed that underestimation of this and other social factors affecting the child in modern conditions is able to nullify the efforts of teachers, parents, and psychologists to form a unique personality.

To understand childhood, it is necessary not only to study it contemporary issues and difficulties, but also to carry out a historical analysis of the state of children and childhood in different historical eras in various social systems. In this, researchers are helped by giving inexhaustible material, autobiographical stories about childhood.

The educational theory and practice of a historically specific time are presented in an autobiographical approach through the individual life and experience of the child, reproduce his personal attitude towards them, although meaningful already in adulthood. Memories of the childhood of people of different generations show the history of the world of childhood, the history of the emotional and mental world of children, the history of pedagogical practice, not from the side of a professional, but from the side " ex-child". The existential states of the individual acquire a historical and biographical character.

The description and analysis of individual life and the strategy of behavior chosen by a person turned out to be applicable not only in literature as an artistic device, but also in sociology, history, anthropology, pedagogy, ethnography and other areas of human science in order to understand the way people exist in a given society, the formation of their destinies, ways of their socialization, correlation of childhood and fate. At the same time, it can be a story about the specific life of a real person, absolutely nothing outstanding, in contrast to the biography of a famous person.

Back in the 1930s. famous Russian pedologist N.A. Rybnikov and the German educator K. Uhlig developed a biographical method and used autobiographical materials to study childhood, but this initiative was not developed in Russia. In Germany, the renaissance of the autobiographical method in pedagogy in the 1960s. laid the foundation for E. Hoffman and especially J. Henningsen, who wrote that pedagogy explores autobiographies, since they refer the researcher to individual histories of learning. Learning does not mean only and not primarily studying at school. The history of learning is the whole life of a person.

The attention of modern researchers working in line with pedagogical anthropology is attracted by autobiographical texts about childhood in the following aspects:

The study of the historical and socio-cultural dynamics of views on childhood;

Studying the features of socialization and the role of childhood in the structure of the life path;

Solving environmental problems educational process and educational psychology;

Reconstruction of the customs of education among different peoples, etc. Studies of autobiographies, giving the reader living material

everyday life of a particular era, give a lot to recreate the complex and very specific ways of socialization of the individual, depending on the socio-historical conditions.

“Everything starts from childhood,” says the famous children's writer S. V. Mikhalkov. In his book with this title, he writes: “It is in childhood that the sowing of goodness takes place. But only after years will it be clear whether the seeds of goodness turned out to be the weeds of evil have destroyed them. It is the task of each of us to help the seeds of good to sprout."

MAN,

SOCIETY,

CULTURE

A. A. Beschasnaya

CHILDHOOD IN THE MODERN WORLD

The article deals with the phenomenon of childhood from the point of view of sociology. Childhood acts as a dynamically developing phenomenon in the life of society, and the family as a necessary condition for the life of a child. A comparative analysis of modern and traditional ideas about childhood and family reveals the causes of transformations and characteristics modern look 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 to be 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 in the material and technical spheres, but also in the socio-cultural components of society. The interpenetration of cultures, transformations in religious consciousness, changes in the system of values, social roles, self-awareness of the individual, family functions - these are just a few of the phenomena that are characterized by dynamism. Childhood can be added to this list. Childhood is presented as a period of a person's life, the nature of which is determined by the structure of society and the characteristics of its development.

We used to think 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 tales of "good and evil", taught "mind and reason", helped to "stand on his feet", and then another for a long time patronize "an overgrown child", while commenting on their guardianship: "For me, you are still a child." And often the position of the child in the "child" itself ends at a very mature age. The modern attitude towards children and offspring on the part of adults is declared as an attitude permeated with love and disinterestedness. And if there are precedents of the opposite attitude towards children, then this causes bewilderment, disapproval and condemnation on the part of society. Modern society is dominated by the ideas of child-centrism and individualism, values ​​and the unique! 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 did the child and childhood always have the meaning that we put into them today? It is impossible to answer with complete certainty.

"yes" or "no". "about "

Based on the study of ethnographic materials, the Russian scientist

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 digging out edible roots, the child very early joined the work of adults, practically assimilating 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 the future labor activity. As D. B. Elkonin emphasized, childhood occurs 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 pushed back. The lengthening of the age of childhood in time occurs not by building a new period of development over the existing ones (as, for example, F. Aries believed), but by a kind of wedge-in of 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 declared the existence of paradoxes in the development of children, a historical approach is needed to understand these paradoxes and childhood in general. The paradoxes are as follows. Man, being born, is endowed with only the most elementary mechanisms for maintaining life. Physical structure, organization nervous system, according to the types of activity and methods of its regulation, a person is the most perfect creature in nature. However, according to the state at the time of birth, a drop in perfection is noticeable in the evolutionary series - the child does not have any ready-made forms of behavior. As a rule, the higher a living being ranks among animals, the longer his 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 of anthropologists and archaeologists, ethnographers and culturologists2, there are no biological differences between primitive man and modern people. Anatomical and morphological similarities naturally exist between infants as well. Differences in the life of ancient and modern people are observed at the social level. In the course of history, the wealth of the 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 epochs in different people - 3X0 P6RI0D LIFE of a person 'lasting from birth to 122 m podvepzhennpy gya-m CT6 for the implementation of socially necessary activities,

And social- With the duration of childhood

to 31“ u; sGetGuests yaerc ™ in the era of the medium-etl are also subject to the change "" G

The emergence of a modern image of childhood, different from the "traditional" ideas, occurred for the following reasons, which at the same time characterize the new image of childhood in the information society.

The conquest by a woman, and after her and children, of equal rights with men. At the same time, at the same time, public consciousness does not endow women and children with equal responsibilities compared to men. As a result, dissonance arises in families when a woman either, due to historical inertia, performs a full cycle of family and household duties and, out of social necessity, a social load, or a woman switches completely to the realization of her own socially significant social status, and a man, due to the prevailing historical conditions, voluntarily transfers the initiative to a woman, the rights and obligations to be responsible for the family, the woman herself and the children. The result of such historical collisions was the problems that formed the risky situation for the existence of human society for children. These are, for example, cults of self-sufficiency of the existence of an individual, childlessness, celibacy, one-child families, the spread incomplete families, social orphans, the emergence and growing rejuvenation of juvenile delinquency, prostitution, vagrancy and other deviations.

Spreading the ideas of equality of people regardless of gender and age, democracy and pluralism of opinions. With regard to children, this was manifested in the emergence of a number of legal documents on the protection of the rights of the child, according to which children are proclaimed "full participants in public life." As a result of the approval and use in practice of such documents, parents and other adults who, due to social and professional duties, express indifference to the actions and thoughts of children, are interpreted in modern jurisprudence as potential carriers of various kinds of abuse in relation to children. Unfortunately, this does not at all contribute to strengthening the family and protecting childhood from social cataclysms. The intervention of the state in private relations and the world of the family has the opposite effect on the attitude towards the state itself on the part of the younger generation. Children and the younger generation are rebelling not only against their parents, but also against the state. This is manifested in child banditry, the formation of anti-social 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.

Features of family positions and relationships between fathers and children, older and younger members modern family, its value system finds a certain reflection and symbolization in the updated "customs" and "rituals", in new forms of socialization. As a result of sociocultural shifts, the value of the family as a translator of traditions in society is decreasing and the range and role of institutions of secondary socialization are expanding, most of which are characterized by a spontaneous character. These include peer groups as well as media and communications. These influences create fertile ground for the retreat of children 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 go without conflict.

Accelerating 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, three-year-old: the child is an "advanced computer user" compared to most 65-year-olds. As a result, children do not acquire and polish the skills of communication and interaction with others.

Increasing the requirements for the level of education of each subsequent generation, which, according to popular belief, is the key to the future success of a person. The programs of educational institutions are annually condensed, complicated due to "running ahead", attempts to force 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, the formation of psychological balance, the establishment of strong friendly relations with peers. The adult society includes the physically and mentally weakened deprived generation.

Popularization of the ideology of personal success, individualization and uniqueness of the “I”, achieving goals, regardless of the methods and means of achieving, overthrowing the values ​​of collectivism, mutual assistance, community and unity with the family, nation and society. This ideology forms in the younger generation the motives of competition, independence, individualization of the way of life and way of thinking. Therefore, modern children are distinguished by non-standard (non-traditional) views, decisions, freedom of action and thoughts. 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 liberation of relations between spouses, parents and children. If earlier 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 ties within the family are the basis for all other aspects of life and relationships within the family. The foundation of successful relations between spouses, and between parents and children, and between the children themselves is a successful emotional contact between equal partners. In such a relationship, parents and children respect each other and wish each other the best. Conversation, dialogue or agreement is the basis on which these relations are realized. Modern model contractual relations with children involves internal control on the part of the child, as opposed to external control on the part of other people or social mediators.

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, that is, to physical rewards. ™ STANDARD! N ° R ". control and regulation of" otyuganie-Shetom™™ lNII n03m ° "° without sanctions and influences on o&-s violence in the plane invisible and hidden for violence has gone into the pp-l psychological- Consequently, the external (physical)

poX even "^ ne pgst schnogogogo (psychological), which is sometimes even harder. The latter is accompanied by deep psychotrauma 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 have shifted infanticide, which existed in the past as a way of resolving their own impotence in relation to the circumstances of life, 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 a full-fledged physical and mental development children. The modern and each subsequent generation is born and in the future under the influence of the ecological situation and educational loads becomes more and more weakened than before. Children are deprived of full-fledged communication and development in the bosom of pure nature, unspoiled by human intervention. The aggravation of unfavorable environmental conditions is one of the reasons for the deterioration of children's health. It should be noted that about slowing down the development of children, even about deceleration, scientists different countries began to speak in the late 80s of the last century. As the reasons for the weakening of the physical and mental health For children, scientists determined the aggregate socioeconomic status of parents (the higher and more prestigious it is, the better the children's health indicators) and the unfavorable environmental situation4.

The last common cause and characteristic of the current state of childhood and our relationship to children is the globalization of the modern world. In the process of interpenetration of cultures, the interaction of people, peoples, societies and states, a single cultural space and human community is formed, which functions according to the same principles and is characterized by the same ways of life. Western civilization is spreading all over 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 small regional characteristics. For example, boys in Thailand, like their English counterparts, are involved in the Boy Scout 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 the Western world, and the modern system of higher education within the framework of the Bologna agreements allows children to study in various foreign countries according to a single cross-cutting education program.

Thus, if one tries to characterize the general situation of children in modern world, then it is due to the processes of globalization and changes in the role of traditions in people's lives. Modern life is acquiring new dynamics, its rhythm is accelerating, and the role of traditions is changing as well. On the one hand, the conditions of modern life require from modern children greater openness, arbitrariness, freedom of action, on the other hand, due to the complication of socio-economic conditions of life and the lengthening of the period of socialization, children are forced to be in a dependent position for a long time and obey the traditional way of life. Thus, the child experiences a great burden and a series of intrapersonal crises6, since adults at the same time make demands on the child to act in accordance with their traditional ideas as a guarantee of the stability of relations, and to show (preferably as early as possible) themselves as a person who is able to show their successes, to be similar to others, think outside the box. The child, as it were, combines the past and the future, which naturally causes an intrapersonal conflict and

distrust of adults. Different children come out of this situation in different ways. Someone chooses the path of submission to public, I emphasize again, contradictory requirements, 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 shattered traditional way of life, the transforming traditional family and attitude towards children, quite often finds himself in a situation of choice between dependence and independence, in a situation of choosing responsibility for his life path. The modern world around the child is open and closed at the same time. Open, because you can shape life according to your free choice, and closed, because in a world free from traditions, there are no unshakable guidelines for organization life together with other people. Therefore, children in the modern world, no matter what society or state they live in, experience the entire burden of successes and mistakes accumulated by society. In the social perception of childhood, economic indicators, technical achievements, social characteristics, cultural values ​​and ideological ideas that prevail in society are integrated.

Notes

1 See: Obukhova, L.F. Child (age) psychology / L.F. Obukhova. -M.: Rospedagentsvo, 1996. - S. 5.

2 See: Arutyunov S. A., Aries F., Breeva E. B., Bronfenbrenner U., Kon I. S., Mead M., Pleskachevskaya A. A., Sergeenko, M. E., Taylor E. , Shcheglova S. N.

The terms "traditions" and "traditional" are quoted by us, because they are 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 prospective estimates of public health - T. M. Maksimova. -M.: PERSE, 2002.- S. 61-75; Oreshkina, S. G. Features of the social status of children in the context of reforming Russian society (based on the materials of the Irkutsk region): author. dis.... cand. sociological Sciences / S. G. Oreshkina. - Ulan-Ude, 2004. - S. 5.

See. Ethnography of childhood: traditional forms of raising children and adolescents ^ peoples of South and Southeast Asia. - M.: Nauka, 1988. - S. 79. Here, it seems, child psychologists will have to address the issue more than once

n^mG ™ Criteria CRISIS0V in the history of the child's personality in the modern purpose of clarifying the periodization of a person's life (and childhood).

Statuses, photos and pictures dedicated to Soviet childhood evoke nostalgia and bitter "But now ..." in current parents. And then it goes on in recitative: social networks, smartphones, they don’t read, they don’t like nature, the lost generation, here we are at their age ... It’s easy to blame everything on the corrupting influence of progress. In our childhood, this role was played with brilliance by “bad company”, remember? “My Petenka is gold, kind and obedient. It is his friends who influence him so much, the losers-loafers, ”the mothers of local hooligans lamented. This means that Petenka has nothing to do with it, and responsibility can be removed from oneself. Well, what are you going to do here?

no need for an ideal

With gadgets, it’s often the same: in our time they didn’t exist, everyone completely went to libraries, played rubber bands and collected scrap metal. But now ... And that's it - the situation is declared hopeless, and my mother leaves, mind you, not to the library or for scrap metal, but to the social network - to like pictures with Soviet schoolchildren playing hopscotch.

But for starters, it would be nice to remember your own childhood. So, to be honest, without lubok and idealization. Yes, there were rubber bands and Cossack robbers. But there were also cards, secret cigarettes and obscene jokes that were poisoned by "adult" sixth and seventh graders. And they, in all honesty, didn't really read books. Yes, we watched good cartoons about Carlson and Uncle Fyodor. And "Santa Barbara" and "Just Maria" when they first appeared - isn't it? Yes, we valued friends not for smartphones - they did not exist. But didn’t we, a little later, gather at a classmate to play incredibly cool Dendy and Sega, sitting for hours in virtual battles?

There have always been those who built birdhouses and translated grandmothers, and those who littered the porches and beat the light bulbs. As now, many children go in for sports and dance, write reviews and essays, learn languages ​​and help the elders. And the problems are not in the modern world, but within the family, the child, the school team. And if you start with them, the effect will be much better.

Preventive measures

But no one has canceled the problem of computer addiction. Yes, many schoolchildren and teenagers literally live in virtual reality. Often - to the detriment of the usual reality. What can be done to prevent this?

1. No problems with communication and self-realization

Psychologists say that often in conjunction “not interested in the real world” and “sitting at the computer for days” parents confuse the cause and effect relationship. The gadget is not an evil magician and sorcerer, capable of turning a smart, active, sociable and cheerful child into a pale Kashchei, languishing over a smartphone. Addiction and unhealthy addiction begin with problems in the real, non-computer world. No interests, can't find mutual language with peers, overcomes the feeling of loneliness - and the child resorts to the most simple and affordable means to occupy himself. And you need to start not with a safe where laptops are stored, but with a conversation and solving internal problems.

With kids who cling to their mother’s phone and demand a toy, it’s often the same: the child is not taught to play, explore the world, draw, and so as not to interfere, a busy mother gives “for five minutes” such an interesting thing with a magic screen. And then, a month or two later, he laments: “What to do? How to wean? The answer is not just not to accustom, but to show an alternative. Really interesting, and not “do something!”.

2. No forbidden fruit

There are, there are such children - not much, but still. For reasons of principle, they do not buy “this vulgar Barbie” or “this terrible blouse with rhinestones”, and then they are strictly protected from gadgets. Phone - to call! Take daddy's old one and don't be indignant. They are not indignant and even agree: yes, of course, but Masha was presented with an iPhone, and she is so proud of it, it would be something. Children in general often say what we want to hear. And at recess, they follow Masha-Sasha-Pasha with their tail, in the hope that they will be allowed to play.

When an adult fundamentally refuses overconsumption and fashionable things, this is his choice. When he imposes on a child, this is again his, an adult, choice. And the creation of another childhood dream, forbidden and sweet. Remember that most often, having gained independence, it is the home girls who break down, who had to be at home “exactly at nine”.

3. Consistency

Look at what parents are doing and saying: "Read 20 pages, then I'll put it on the computer." “If you study well, you will get a tablet for the end of the year.” What is given the status of a boring obligation here, and what is the status of an award?

And where does this majority of dads and moms come from? Because of the monitor screen or buried in the tablet. We talk about how beautiful the world around is, how good it is to visit and walk, but we ourselves go only to someone's pages. But the fact that a child is taught not by words, but by a parental example is a common truth.

Help your child find a balance between usefulness and entertainment, between virtual and real - by your own example. After all, new technologies provide a lot of useful and interesting opportunities: search for books and films, look at paintings from any of the world's galleries, create your own photos. To paraphrase a well-known aphorism, the one about money, gadgets is a bad master, but a good servant. Not the best goal, but in many cases an excellent remedy.

Marina Belenkaya

1. Childhood as a complex problem

The world of childhood is complex and contains other worlds. This is the world of communication between the child and people, the world of social relationships. How does the child perceive others and himself? How does he know good and evil? How does personality emerge and develop? When and how does one become independent?

This is the world of objects, the world of knowledge. How does a child comprehend the idea of ​​physical causality? Why does he banish wizards and fairies from the real world? How does he distinguish between the objective, external world and his own subjective, internal world? How does he solve for himself the eternal human problems: the problems of truth and existence? How does he relate his sensations to the objects that caused them? What is the difference between reality and fantasy?

This is the world of history and culture. Like any person, a child is connected by invisible threads of history with our distant ancestors. With their traditions, culture, thinking. Living in the present, he holds these invisible threads in his hands. It is impossible to understand childhood without its history. How and when did modern childhood originate? How does it differ from the childhood of our distant ancestors? How do history and culture change people's ideas about the child, the ways of his upbringing and education?

Childhood is a well-known, but (strange as it may sound) obscure phenomenon. The term "childhood" is widely used in many ways and ambiguously.

Childhood in the individual version is, as a rule, a stable sequence of acts of growing up of a growing person, his state "before adulthood." In general, this is a collection of children different ages constituting the "pre-adult" contingent of society.

There is no special definition of childhood in philosophical, pedagogical, sociological dictionaries. In the psychological dictionary there is a definition of childhood as a term denoting 1) the initial periods of ontogeny (from birth to adolescence); 2) a sociocultural phenomenon that has its own history of development, a concrete historical character. The nature and content of Childhood is influenced by specific socio-economic and ethno-cultural characteristics of society.

D. I. Feldstein in the book " social development in the space-time of Childhood" notes that the generalized name - Childhood - is most often used in the socio-practical, socio-organizational terms. At the same time, the author emphasizes that there is no scientific definition of Childhood (both functional and meaningful) as a special state that acts integral part the general system of society, the substantial essence of Childhood is not disclosed. "A general system of coordinates has not been defined to identify the main meanings of the processes taking place here - physical and mental maturation, entry into society, mastering social norms, roles, positions, acquiring by the child (within the framework of Childhood) value orientations and social attitudes, with the active development of self-consciousness, creative self-realization, constant personal choice in the course of asserting and revealing one's own individual life path.

In the development of society and man, the task of deepening the knowledge of Childhood, and not only and not so much of its individual features, individual and general aspects of behavior, is becoming more and more acute. According to D. I. Feldstein, “the main thing is to reveal the patterns, nature, content and structure of the process of child development in Childhood and Childhood in society, to identify the hidden possibilities of this development in the self-development of growing individuals, the possibilities of such self-development at each stage of Childhood and to establish the features its movement towards the Adult World".

Being a complex, independent organism, Childhood is an integral part of society, acting as a special generalized subject of multifaceted, diverse relations in which it objectively sets the tasks and goals of interaction with adults, determining the directions of their activities with it, develops its own socially significant world.

We are talking about the relation of the world of Adults to Childhood as a subject of interaction, as a special state of its own, which society goes through in its constant reproduction. This is not a "social nursery", but "expanded in time, ranked by density, structures, forms of activity and other social conditions in which children and adults interact."

D. I. Feldstein raises the question of how relevant the scientific definition of Childhood is as a special, objectively existing social phenomenon that has its own specific characteristics and occupies a very specific place in society. Is it possible to consider Childhood not only as a set of many children and not just as an object of influence of the Adult World, but as a special holistically represented social phenomenon that is in complex functional relationships with this world. D. I. Feldstein notes that it is important "to isolate the real meaning of Childhood as a special state of development in society and as a generalized subject that holistically opposes the Adult World and interacts with it at the level of subject-subject relations."

Of exceptional importance is a differentiated approach to the environmental characteristics of Childhood, the cultural context of its development. In this regard, the study of the real social environment in which Childhood as a whole is practically located and formed acquires special significance. From here, it becomes promising to single out a special integral state of Childhood as a self-developing subject, constantly acting as such in relations with the Adult World.

M. V. Osorina in the book "The Secret World of Children in the Space of the World of Adults" notes that any human culture necessarily carries a model of the world created by a given ethno-cultural community of people. This model of the world is embodied in myths, reflected in the system of religious beliefs, reproduced in rites and rituals, enshrined in language, materialized in the planning of human settlements and the organization of the internal space of dwellings. Each new generation inherits specific model of the universe, which serves as a support for building an individual picture of the world of each individual and at the same time unites these people as a cultural community.

On the one hand, the child receives such a model of the world from adults, actively learns from the cultural, objective and natural environment, on the other hand, actively builds it himself, at a certain moment uniting in this work with other children.

M. V. Osorina identifies 3 main factors that determine the formation of a child's world model: 1) the influence of "adult" culture; 2) the personal efforts of the child himself, manifested in different types his intellectual and creative activity; 3) the impact of children's subculture, the traditions of which are passed down from generation to generation of children.

Evidence that in recent times interest in the study of children's subculture is growing, is that the capacious concept of "children's subculture" has a place in the psychological dictionary.

Children's subculture is interpreted in a broad sense - everything that is created by human society for children and children; in a narrower sense, the semantic space of values, attitudes, modes of activity and forms of communication "carried out in children's communities in a particular historical social situation of development. The content of the children's subculture is not only the features of behavior, consciousness, activity that are relevant to the official culture, but and sociocultural variants - elements of various historical eras, archetypes of the collective unconscious and others, recorded in children's language, thinking, play actions, folklore.Children's subculture, having an inexhaustible potential for options for the formation of a personality, in modern conditions acquires the value of a search mechanism for new directions in the development of society.

Childhood is distinguished by a number of specific features, not only as a certain state, but also as a special process. D. I. Feldstein notes that the task of knowing childhood is becoming more and more acute from the point of view of revealing the patterns, nature, content and structure of the process itself, "the development of the child in Childhood and Childhood in society, identifying the hidden possibilities of this development in the self-development of growing individuals, opportunities such self-development at each stage of Childhood and the establishment of the features of its movement towards the Adult World. The problem of development, as you know, is one of the most complex and constantly relevant in all areas of scientific knowledge - in philosophy, sociology, psychology, etc. The basis for the development of Childhood is activity, the problem of which, in turn, is one of the most relevant, complex, discussed in the system of scientific knowledge, primarily philosophical, cultural, psychological, pedagogical, etc.

The philosophical problem, undoubtedly, is the world of children's consciousness, the spiritual life of the child. In the book "The Child Discovers the World" E. V. Subbotsky writes: "The world of children's consciousness is not far away. It is nearby, it is inside our adult world. He looks at us through the eyes of a child. He speaks to us in his voice. Expresses himself in his actions. How to look into this world? There is only one way: to live, speak, act with its messengers-children. At least "from the outside", indirectly by signs, hints, "decipher" it. Open the cherished door to the world of children's consciousness. Without looking into this world, it is impossible not to Only to educate others is impossible to understand oneself.

Professor V. V. Zenkovsky pays much attention to the soul of a child, his personality, he considers it erroneous to believe that the soul of a child is similar to the soul of an adult. In his opinion, the child's personality is a living and organic unity, the basis of which lies in the non-empirical sphere; from the first days of life, the personality is already colored by something individual, which at first appears weakly and indistinctly, but over the years reaches its full and adequate expression.

V.V. Zenkovsky distinguishes two sides in a child's personality: one is clear, superficial, changeable, and the other is dark, deep, and little changing. The empirical personality develops for a long time independently of this dark side of the soul, but the hour will come when this dualism, this bifurcation becomes unbearable, and then the period of struggle with oneself begins.

The innocence of the child's soul expresses the fact that children in their empirical personality are not real subjects of their lives, their consciousness is not confused by self-examination; it is only in the feelings of shame and conscience that the first empirical foundations of self-esteem are laid, the first rudiments of attributing one's "actions" precisely to the empirical personality. There is childish irrationality back side the fact that the emotional sphere dominates in the child's soul; intellect and will occupy a second, often auxiliary, place, while the real center of the personality lies deeper than them. The dominance of the real "I", the weak power of the empirical "I" leads to the fact that in children there is nothing artificial, intentional, there is no correction; the child immediately follows all his inclinations and feelings, and it is precisely because of this that childhood is full of real spiritual freedom. This inner organicity, according to the psychologist and philosopher, gives children that charm that flies away from us forever with childhood.

K. Jung in the book "Conflicts of the Child's Soul" notes that the soul of a child before the stage of the conscious "I" is not at all something empty or empty. Not only the body, but also his soul comes from a series of ancestors. The soul of a child uses not only the background conditions of the psychological world of the parents, but also, to an even greater extent, the abyss of good and evil lurking in the human soul.

K. Jung gives his understanding of the child's personality: what is meant by a personality in general, namely: a certain ability to resist and a spiritual integrity endowed with strength, this is the ideal of adults. Personality is not a germ in a child that develops only gradually, through life or in its course. Without certainty, integrity, and maturation, personality will not emerge. These three properties cannot and should not be inherent in the child, because with them he would be deprived of his childhood.

G.S. Abramova introduces the concept of "philosophy of life" in the context of childhood. She writes that from the moment of birth, a child encounters specific forms of "philosophy of life" that set the boundaries between life and death, between the living and the inanimate. She notes that the child's encounter with the phenomenon of death is associated with the appearance in the picture of the world of its most important quality - time. Time becomes tangible, physically present in the form of transformations of the properties of the living into the inanimate. A dead person, a dead beetle, a dead dog, a dead flower stop time for a child, make it measurable by the most global unit - life - death, denoting the beginning and the end. The concept of "philosophy of life" is concretized in experiences. The values ​​of a child's life, the values ​​of another person's life, the values ​​of life in general, as well as in another series of experiences - responsibility for life, for the living, feelings about the sources of one's own life.

E. Agazzi in the article "Man as an object of knowledge" writes that many problems and aspects of human existence cannot be considered through the prism of science, but nevertheless require research.

I. S. Kon refers the mystery of the human "I" to the problems that are not subject to empirical analysis. "Each person is a unique and inimitable world in himself, which cannot be expressed in any system of concepts. But this unique inner world embodies universal human values ​​and becomes reality only in the creative activity of the individual, addressed to others. The discovery of the "I" - not a one-time and lifetime acquisition, but a series of successive discoveries, each of which presupposes the previous one and at the same time makes adjustments to them. These words certainly refer to Childhood.

In the introductory article to the book "Social Psychology of Childhood: the Development of Child Relations in Children's Subculture" V. V. Abramenkova writes: "Understanding childhood as a special psycho-sociocultural category that does not fit into the narrow framework of laboratory experimentation leads to an increase in the flow of research: on environmental psychology of development child, in the ethnography of childhood, in the sociology of childhood, in the ecology of childhood, and, in accordance with the spirit of the times, in the virtual psychology of childhood.

I. S. Kon in the book "Child and Society", which is a theoretical and methodological analysis state of the art ethnography and childhood history, writes: “The separate study of childhood within the framework of developmental psychology, sociology of education, family history, cultural and psychological anthropology (ethnography), history of literature for and about children, pedagogy, pediatrics and other disciplines provides very valuable scientific information. But in order to correctly understand and comprehend these facts, a broad interdisciplinary synthesis is needed.

• Attention is drawn to the underdevelopment of fine motor skills of the hand of older preschoolers, the lack of graphic skills, which indicates not only the absence of graphic motor skills, but also the unformedness of certain brain structures of the child responsible for the formation of general arbitrariness. The lack 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 skills.

Dear colleagues, the child has become no worse and no better than his peer twenty years ago, he just became different!

. This article uses the materials of Rudkevich L.A. «

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"Problems of development of modern childhood"

Municipal budgetary preschool educational institution Kindergarten compensating type

"STAR", Zernograd

"PROBLEMS OF DEVELOPMENT OF A MODERN CHILD"

Volgina Margarita Viktorovna

teacher-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 opportunities, and we have nowhere to hide .... they are the fruit of our actions, conscious or unconscious, over the past 30 years ... "

Feldstein D.I.

To the problems of the development of modern childhood since 2011. an outstanding psychologist, Academician D.I. Feldshtein, is trying in every possible way to attract the attention of scientists, teachers and parents.

07/12/2013 in 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, what happened to modern children over the years, let's try to figure it out.

Psychophysical changes...

The psychophysical type of changes is associated with changes in the psychological and physical development modern children.

Today's children later go through two growth spurts, or two developmental crises. Thus, the first jump, called pregrowth spurt, in our days, falls not at the senior preschool age - 6-6.5 years, as thirty years ago, but at 7.5 - 8 years, that is, at the 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 way.

There are also morphological changes among children, manifested in the so-called "secular trends" (epochal changes, transformations of the human species).

The first "secular trend"- this is asthenia physique in many guys, a lag in the growth of muscle strength. The asthenization process is proceeding at an unusually fast pace. Among preschoolers and children of primary school age - about 50% of asthenics!

Another secular trend that is clearly manifested in the children's community is the increase in children. with a dominant right hemisphere (left-handers) and ambidexters - children in whom the dominance of one of the hemispheres of the forebrain is not clearly expressed and, as a rule, they use the right and left hands equally for work.

So, in the children's population, the proportion of left-handers increased to 11%, and ambidexters - up to 35-40%. And scientists have found that this category of children is dominated by androgyny and gracilization.

androgyny, it is partly 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 the school? It turns out the most direct!

Asthenics, the proportion of which among primary school children is about 50%, as mentioned above, almost without exception refer to "owls", their peak daytime activity occurs in the afternoon and evening hours. Since the student's school day is traditionally focused on the "lark" type, "owls" do not get enough sleep, cannot concentrate at the first lessons, and quickly get tired at school. So, if thirty or forty years ago most of the schoolchildren belonged to the “lark” type and the predominant orientation to this type was justified, now it would be expedient to transfer the first lesson at school from eight to nine to ten or even to eleven in the morning!

And guys with pronounced androgyny and gracilization have relatively weak nervous system, higher intelligence, but an increased level of anxiety, independent thinking, aggressiveness, as well as a shift in the dynamics of daily activity towards the “owl”.

Summarizing the fundamental academic research of scientists of recent years, D.I. Feldstein outlined the following significant changes

in today's children and adolescents:

In a minimally short five-year period, the cognitive development of children has sharply decreased preschool age(ability to learn).

Decreased energy of children, their desire to be active. At the same time, emotional discomfort increased.

There is a narrowing of the level of development role-playing game preschoolers, which leads to underdevelopment of the motivational-need sphere of the child, as well as his will and arbitrariness.

A survey of the cognitive sphere of older preschoolers revealed extremely low indicators in those actions of children that require internal retention of the rule and operation in terms of images. If in the 70s of the twentieth century. it was recognized age norm, then today no more than 10% of children cope with these actions. Children find themselves inaccessible to what their peers could easily cope with three decades ago.

Attention is drawn to the underdevelopment of fine motor skills of the hand of older preschoolers, the lack of graphic skills, which indicates not only the absence of graphic motor skills, but also the unformedness of certain brain structures of the child responsible for the formation of general arbitrariness. The lack of arbitrariness, both in the mental and motor spheres of preschoolers, is one of the most alarming factors reliably established by scientists of the Russian Academy of Education.

There is a lack of social competence of 25% of children of primary school age, their helplessness in relations with peers, inability to resolve the simplest conflicts. At the same time, a dangerous trend can be traced, when more than 30% of independent solutions proposed by children are clearly aggressive in nature.

Anxiety is caused by factors associated with the introduction of children to the television screen, starting from infancy. Screen addiction leads to a child's inability to concentrate on any activity, lack of interest, 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 by ear and read: understanding individual words and short sentences, they cannot connect them, as a result they do not understand the text as a whole. Children are not interested in talking to each other. They prefer to push a button and wait for new ready-made entertainment. Due to the fact that the child, watching TV, does not talk, but only listens, he has a primitive poor speech, a meager vocabulary. Such a child, basically, does not talk, but screams, like his on-screen cartoon characters, who are not always kind and positive.

Computer games also contribute to the fact that the children cease to develop figurative and logical thinking. They stop fantasizing, inventing, and prefer to click thoughtlessly on the buttons of the gadget to get a quick result.

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 a close environment and therefore helplessness. Such children are vulnerable, sensitive to the alleged offense, react sharply to the attitude of others around 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 its expression in a relatively stable experience of anxiety.

Adolescent children undergo regressive changes in brain supply 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 rather large group consists of children who are characterized by an unfavorable, problematic course of mental development in ontogeny. This is such a category of pupils, which, according to neuropsychological indicators, should be considered "borderline between the norm and pathology." And when they come to school, they are children with special educational needs (SEN).

Children with special educational needs - this is the category of pupils who need workarounds to gain 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 along with their peers to the most ordinary schools.

First of all, these are children with mental infantilism syndrome.

By the time of schooling, such a child does not have the ability to arbitrarily 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 can ignore the teacher's task, ask questions that are not related to the task, do not maintain the general pace of work, and are constantly distracted. Children with "syndrome of mental infantilism" 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 learning goals go by the wayside.

This category of children often has poor school performance. They are characterized by emotional disorders: irascibility, irritability, as well as impulsive behavior when the act is ahead of forecasting. This behavior is often unacceptable in the classroom and creates problems both at school and at home.

In fact, the cause of the above behavior is the 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 goodwill, attention and emotional support of those around the child, both adults and peers.

As a rule, they are very timid, shy, shy, they have an excessive need for protection, encouragement, emotional support from the mother. Guys with autism spectrum disorders are able to communicate, many of them have retained intellectual functions!

The clinical picture of autistic personality disorders is complex, diverse and unusual in comparison with other developmental disorders. In any case, one should be very careful in assessing the intellectual capabilities of an autistic child, as this is due to the uneven development of individual intellectual functions.

For example, excellent computing abilities of children are combined with an inability to understand the meaning of a simple task, or, having a good orientation in space, the child is not able to correctly distribute text on a piece of paper when writing.

When preparing such a child for school, it is necessary to give him a certain amount of knowledge and skills in advance in order to "save" his energy in the process of adaptation, the success of which depends on the severity of autistic features and the timeliness of psychological and pedagogical correction.

Along with disturbing statistics, academician D.I. Feldstein 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 representing the world in images - artistically gifted children, and children with motor skills.

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 and higher, which, by the way, causes the danger of a “skew”, a shift in emphasis to intellectual development child to the detriment of their social and personal development”

The above problems of the 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, can no longer be successfully applied in our time. .

Dear colleagues, the child has become no worse and no better than his peer twenty years ago, he just became others!

This article uses the materials of Rudkevich L.A. « Epochal human changes at the present stage and pedagogical innovations.