FORMATION OF SOCIAL EXPERIENCE IN PRE-SCHOOL CHILDREN WITH VISUAL IMPAIRMENTS IN THE PROCESS OF SECONDARY SOCIALIZATION IN A PRE-SCHOOL EDUCATION INSTITUTION

Abstract

The problem of children's socialization becomes more relevant with the age of the child, who enters a new space of life - preschool childhood, in which perception of the environment and others, sensory and figurative ways of cognition, acquisition of social experience are formed. In pedagogy, socialization is understood as the optimization of the relationship between the personality of the child and the group, convergence of the goal of their activities, value orientations, assimilation of the norms and traditions of the group by the individual, and entry into its structure.

The result of socialization is the child's social experience. Its structure includes the following components: a component that reflects aspiration, desire, orientation of a person to acquire new social knowledge, abilities and skills; cognitive (in a number of works it is designated as cognitive or informational) component, presented in the form of social knowledge, ideas, concepts, judgments about the phenomena of social reality; the emotional and value component, the essence of which is value orientations, social attitudes and the individual's focus on acquiring social experience; the activity (behavioral) component, which is based on the practical readiness of the individual in the form of formed social knowledge and ideas to realize the relevant skills and abilities.

Each of the components of the social experience of children with visual impairment is characterized by unique features that determine the socialization of preschoolers with visual impairment.

The purpose of the article is to highlight areas of work on the development of social skills, increasing the socio-psychological competence of children. The child's ability to integrate into society in the future depends on how successful the child's personality formation will be in the group.