Socialisation of the Individual in Social Institutions
Adiba Yusuvaliyeva
Nаtionаl University of Uzbekistаn, Tashkent, Uzbekistan
Keywords Socialisation, Social Institution, Father, Mother, Child, Self-Esteem, Kindness, Order, Friends, Family,
School.
Abstract Investigating socialization's multifaceted nature, this study explores its philosophical, sociological, and
psychological dimensions, focusing on the role of family in shaping individual characteristics. Analysis
reveals a reciprocal convergence between individuals and societal norms. Socialization, a two-fold process,
involves passive reception and active participation, impacting personality beyond social influences.
Pedagogical support becomes crucial, particularly for children with speech impairments. Using Dembo-
Rubinstein and Shur's methodologies, the research unveils correlations between children's self-esteem,
parental attitudes, and future expectations. Findings underscore the pivotal role of parents in shaping a child's
self-perception and future outlook, emphasizing the profound impact of family dynamics on socialization.
1 INTRODUCTION
Adaptation is the result of a process of mutual
convergence of subject and social environment. There
is a lot of research in this area in our country. In
particular, M.G. Davletshin[1, p60], G.B.
Shoumarov[2, p296], V.M. Karimova[3, 97-1], R.I.
Sunnatova, E.G. Goziyev[4, p56], B.R. Qodirov[5,
p24], SH.R. Barotov, Z.T. Nishonova, G. Alimova[6,
p160] U.B. Shamsiyev[7, p32] the research of et al. Is
devoted to the study of the socialisation of the
individual and the role of family socialisation in it and
their psychological characteristics.
Our analysis of the essence of the concept of
"socialisation" led to the conclusion that socialisation
is an integrative concept that contains philosophical,
sociological, psychological, and pedagogical aspects.
Philosophy allows us to consider the society and the
place of a person in it, to identify the general
principles of the development of social life and the
existence of a person and society, to determine the
values and content of social ideals, the nature and
trends of changes in the social orientation of people
in society. The process of socialisation was most
clearly defined in sociologists, in which the definition
of socialisation was first given, and such concepts as
the agent of socialisation, the institution of
1
Corresponding author
socialisation, factors of socialisation, mechanisms of
socialisation, social action, etc. were introduced. (M.
Weber, Yu.G. Volkova, I.S. Kon, V.A. Lavrinenko,
P.D. Pavlenok, G.V. Osipov, L.I. Moskvichov, etc.)
In sociology, the process of socialisation is defined as
two-sided, in which, on the one hand, a person acts as
a passive object of various influences, and on the
other hand, a person is an active participant in this
process. Analysis of the psychological aspect of
socialisation allows us to consider the relationship of
the individual in the relationship of "I" and society,
"I" in society. Psychologists note that socialisation is
a change in the psyche and the formation of
personality, although, just as the development of the
psyche is not limited to social processes, so the
formation and development of the personality are not
reducible only to socialisation (N.I. Shevandrin).
Socialisation includes both education and upbringing,
and the whole set of spontaneous, unplanned
influences that influence the formation of a
personality, the process of assimilation of individuals
into social groups (V.I. Lavrinenko).
The term "socialisation" was first used by the
American sociologist F.G. Keddingsins on in his
book "The Theory of Socialisation" (1987).
adaptation (socio-cultural experience, assimilation of
Yusuvaliyeva, A.
Socialisation of the Individual in Social Institutions.
DOI: 10.5220/0012477900003792
Paper published under CC license (CC BY-NC-ND 4.0)
In Proceedings of the 1st Pamir Transboundary Conference for Sustainable Societies (PAMIR 2023), pages 89-96
ISBN: 978-989-758-687-3
Proceedings Copyright © 2024 by SCITEPRESS – Science and Technology Publications, Lda.
89

culture) and individualisation (independence, relative
originality). [8, p85]
For successful social development, it is important that
the child can achieve success in activities. If this does
not happen, then it makes sense to organise success
with the help of specially designed programmes,
thanks to which the child could succeed in one or
another type of activity. The importance of
communication in primary school age is explained by
the transition to a qualitatively new level -
educational dialogue. In this regard, communication
with the teacher acquires an important role in the
process of socialisation of younger schoolchildren,
since his main task is to convey to students all the
basic socially positive values and norms of society.
Speaking about the upbringing of children at school,
one cannot fail to note the importance of the
interaction between the school and the family in the
process of socialisation of younger students. Not only
is the family the leading institution of socialisation, it
is also a socialisation factor not only for children, but
also for adults. Both the physical, emotional, and
social development of a person throughout life (F.A.
Mustaeva) depends on the psychological climate in
the family. [9, p12]
The objective conditions of a special case (situation)
of mental activity lie in people's lives, the general
living conditions, - writes S.L. Rubinstein. Usually
when a person thinks about himself, of course, he
analyses the results of his interactions with other
people and creates his "I" based on their
effectiveness.
According to S.L. Rubinstein, self-awareness, on the
one hand, corrects the result of a person's
psychological development at certain stages of his
existence, on the other hand, self-awareness affects
his subsequent development. It is the internal
condition for the continuity of human development to
strike a balance between external influences, its
internal state, and its forms of behaviour. [10, p470]
According to R. Burns, self-awareness is a
historically established system of relationships,
awareness of a person's actions, thoughts, feelings,
moral character, interests, position in the system of
social production, that is, to understand oneself as a
person, to be separated from the surrounding natural
and social environment, and to be in a certain activity
with it. [11, p797-800]
Research by R. Burns has shown that authoritarian
and democratic methods of interaction have the best
effect on the educational process, while other
methods can lead to impaired personal development.
There are disagreements between parents and
children. [12, p333]
Only the author's style of discipline can be used to
impede the development of an intimate environment.
In this regard. According to E.Yu Faleyeva, an
authoritarian style of upbringing, based on the
requirement of obedience, inevitably leads to the
formation of negativism, protests or, conversely,
excessive dependence, lack of initiative, low
willpower regulation and lack of self-efficacy.
Relationships between parents and children can be
aggressive, insecure, and hostile.[13, p191-194]
The fact that the nature of the marital relationship has
been confirmed by individual researchers (O.V.
Shapatina, S.A. Zaikova) confirms the importance of
the marital relationship as a factor in the formation of
the child's personality.[14, p24] It is important to
remember that the longer the differences in the
family, the greater the negative impact on the child.
E.N. Shiyanov notes that the school is an institution
of socialisation that cannot be replaced by either the
family or the group of peers. However, at present, it
does not fully fulfil its socialising function. It
constantly and significantly increases the number of
maladjusted children. In connection with the growth
of children who have problems in the process of
socialisation, the school faces the need to develop and
implement programmes of pedagogical support for
this process. In modern pedagogical science, there are
various approaches to the issue of pedagogical
support.
E.I. Kazakova reveals the essence of support as a
complex method based on the unity of four functions:
problem diagnosis; collecting information about the
problem and ways to solve it; consultations at the
stage of decision-making and development of a plan
for solving the problem; primary assistance at the
stage of implementation of the solution plan. From
the point of view of N.A. Konovalenko, support is
understood as a method that provides the creation of
conditions for the subject to make optimal decisions
in various situations of life choice.
O.S. Gazman under accompaniment understands the
interaction of the escort and the escorted, aimed at
resolving the life problems of the escorted. E.V.
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Evmenenko, G.Yu. Kozlovskaya, studying this
problem, distinguish two interdependent processes in
the structure of pedagogical support: individual
support of children in an educational institution;
systemic support aimed at preventing or correcting a
problem that is typical not for one child, but for the
system as a whole. One of the groups of children who
need pedagogical support in the process of
socialisation includes younger schoolchildren with
speech impairment. The degree of speech impairment
determines not only the child's ability to acquire
knowledge, skills, and abilities in the process of
education and upbringing at school but also affects
the process of socialisation. It should be noted that not
all children with speech disorders experience
problems in the process of socialisation.
The totality of the degree and nature of speech
disorders, the specifics of individual and personal
development determine the level of difficulties in the
process of socialisation of younger students with
speech pathology. The contingent of such
schoolchildren is represented mainly by children with
residual manifestations of an organic lesion of the
central nervous system. This causes a frequent
combination of their speech disorder with various
deviations in mental activity. A number of authors
(E.S. Almazova, L.S. Volkova, T.V. Volosovets,
O.E. Gribova, L.G. Solovyova, M.E. Khvattsev, T.B.
Filicheva, G.V. Chirkina etc.) indicate that defective
speech activity leaves an imprint on the formation of
cognitive, motor, communicative, emotional, and
personal spheres in children, which in turn entail
problems in the dominant activities (communication,
learning and play activities).
Problems in educational activities in children with
speech impairment are manifested in an insufficient
level of general awareness, a stock of knowledge and
ideas about the world around them; a low level of
development of both visual-effective and verbal-
logical thinking; in the originality of the personal
sphere, etc. (O.E. Gribova, I.S. Krivovyaz, L.G.
Solovyova, O.E. Usanova, etc.). O.E. Gribova
highlights the following problems of communication
between younger schoolchildren with speech
impairment and the teacher, which are expressed in
the fact that children do not know how to make
requests, do not ask clarifying questions in the course
of explaining the material or assignment; are better
oriented in instructions aimed at their objective
activity than at cognitive one; in the classroom, their
active speech, as a rule, is addressed to the teacher; at
the same time, they often reproduce the lines of their
comrades without additional mental processing; any
switching from one type of activity to another is
accompanied by a kind of "explosion" of verbal
activity of an egocentric orientation.
E.V. Nikifirova singled out the general features of the
behaviour of children with speech impairment in
communication with peers: refusal to enter into
interpersonal and group relationships with children;
aggressive, intimidating or defensive behaviour;
avoidance of direct contacts with peers, manifestation
of anxiety, elements of autism in behaviour, which
can act as the use of psychological defence
mechanisms by the child. These problems can be
caused both by the internal characteristics of the
personality of the child himself, and by external,
social reasons, upbringing in the family.
2 METHODS
In order to analyse the impact of children's
socialisation on family relationships, small school-
age students were selected as subjects. Due to the
significance of self-esteem in children's socialisation,
the test takers' self-esteem was studied and analysed
using Dembo-Rubinstein and Shur's "Stairs"
methodology. The attitude of parents towards their
children was studied and analysed by the methods of
A.Ya. Varga and V.V. Stolin.
3 RESULTS AND DISCUSSION
Relationships between the Dembo-Rubinstein, A.Ya.
Varga, and V.V. Stolin methods show interesting
correlations. Among children with high levels of
alienation, those who perceive themselves as poor,
uneducated, and unlucky have low levels of practical
curiosity (r = 0.304; p <0.01), and this curiosity tends
to decrease in the future (r=0.432;p<0.01).
Children experiencing symbiosis, who are protected
from difficulties and frustrations, and who feel
helpless, are less likely to be disciplined in the future
(r=0.387;p<0.01). These children show higher levels
of affection (r=0.306;p<0.01). Moreover, among
children in symbiotic relationships, those who are not
allowed to be independent and have a high level of
protection experience a decrease in true affection
(r=0.444;p<0.01) and ideal order (r=0.426;p<0.01),
leading to a decrease in their degree of division.
Socialisation of the Individual in Social Institutions
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Children who value their future (r=0.402;p<0.01)
more than their past tend to have a clearer and more
positive vision of their future.
Relationships between the methods according to
Shur's "Stairs" method.
At this age, children's perceptions of the type of father
they will be in the future (r=0.467;p<0.01) are
influenced by their current perceptions of their
fathers, whether they will be the same or better than
they are now. Additionally, if mothers demonstrate a
cooperative attitude (r = 0.318; p <0.05) in their
relationship with their children, it affects the child's
perception of their past experiences. Authoritarianism
displayed by mothers in the family (r=0.645;p<0.01),
characterised by individual dominance in their
relationships with their children, plays a significant
role in how children assess their past and is positively
perceived by children at this age, as it involves
mothers taking control and directing their children's
actions.
Children's current self-esteem is found to be
correlated with their mothers' current self-esteem
(r=0.366; p<0.05). This means that children's self-
esteem is influenced by their attitudes towards their
mothers and vice versa. The current positive or
negative assessment children receive from their
mothers influences their future self-esteem
(r=0.533;p<0.01), leading them to believe that their
future self will either be better or remain the same as
they are now.
Children's self-assessment is linked to their ability to
determine their own levels of intelligence, with low
current self-esteem associated with larger differences
between current and future intelligence levels
(r=0.326;p<0.05). This suggests that when self-
esteem is high, perceived differences in intelligence
levels become closer to real and future differences.
The father's acceptance of the child as they are
(r=0.333;p<0.05) and respect for their individuality
have an influence on the child's self-esteem, helping
them to understand their own mistakes and maintain
high self-esteem.
Children with high self-esteem tend to have lower
levels of ideal kindness (r=0.511;p<0.01). Children
who score highly in ideal kindness (r=0.380;p<0.01)
are found to have lower levels of present self-esteem,
possibly due to their more realistic assessment of their
own level of kindness.
Ideally, children with high self-esteem may actually
have lower levels of order (r=0.507;p<0.01),
indicating that they may have fewer friends
(r=0.322;p<0.05) or do not feel the need to have more
friends than they currently do.
Children whose mothers excel in their past
assessment of them have higher current self-esteem
(r=0.549;p<0.01), showing that their past experiences
hold more importance than their present assessment.
Children whose mothers gave them lower ratings in
the past tend to have more differences in values
(r=0.367; p<0.05) and regularity (r=0.431; p<0.01)
compared to the present, suggesting that they wish to
maintain order in the future. These children might be
resorting to this as a last resort. Furthermore, these
children are more likely to appreciate their fathers in
the future (r=0.624; p<0.05), which might be due to
their positive assessment of their father's past.
In conclusion, the study reveals various correlations
between children's self-esteem, perceptions of their
parents, and their attitudes towards their future. The
attitudes and behaviours of parents play a significant
role in shaping children's self-esteem and
expectations for the future.
Table 1. Child's current assessment of the parent
Points Number Percent
Best
24 54,5
Good
18 40,9
Average
2 4,5
Total
44 100,0
On the "Father Now" scale, the child's evaluation is
based on the parent's current relationship with the
child. Interestingly, the results of the present and
future scales show striking similarities. Thus, I
generate ideas, and it is truly enjoyable to see them
come to life.
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Table 2. Child’s Assessment of their future
Points Number Percent
Best 30 68,2
Good 12 27,3
Average 2 4,5
Total 44 100,0
When evaluating the children for the test, their
assessment was determined by considering both their
present behaviour and their father's attitude towards
them. The majority of respondents, 68.2%, were
ranked first, while 27.3% were ranked second. This
indicates that only a few children would resort to such
an option as a last resort.
Table 3. Child's assessment of the mother's past
Points Number Percent
Best 20 45,5
Good 20 45,5
Average 4 9,1
Total 44 100,0
It is possible that the ratings of mothers have
decreased due to the fact that mothers give more to
their children than fathers. At the same time, due to
the high percentage of children, I can perceive them
as more ideal than children. This does not imply that
the child will be like his mother in the future, nor will
he be like his mother. This indicates that 45.5% of the
subjects were identified in the first grade and 45.5%
in the second grade. 9.1% of respondents showed a
low score in the third place.
Table 4. The child's current assessment of the mother
Points Number Percent
Best 24 54,5
Good 16 36,4
Average 4 9,1
Total 44 100,0
Table 5. Child’s Assessment of their future
Points Number Percent
Best 30 68,2
Good 10 22,7
Average 4 9,1
Total 44 100,0
In the present evaluation, the mother's level was
higher than in the past. The answer is affirmative, as
it's an improvement compared to the past.
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Figure 1: The assessment of the child's mother at three different time periods
In the future, the test takers will assign higher
scores to children. This indicates that the children are
expected to perform better in the future.
Table 6. Mother's assessment of the child's past
Points Number Percent
Best 18 40,9
Good 20 45,5
Average 6 13,6
Total 44 100,0
In the past, 40.9% of mothers reported that their
children achieved the highest score. Forty-five
percent of the test takers rated their children as
average. However, 13.6% of the subjects underrated
their children. This indicates that 13.6% of mothers
perceive certain shortcomings in their children, which
may be considered typical for their age group but not
within the norm.
Figure 2: Mother's assessment of the child's past
If we examine the values of both the mother and the
child, we find that the child's assessment of
themselves aligns with the mother's assessment of
them. Consequently, children are more likely to
mirror the negative or positive perceptions the mother
holds about them.
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Table 7. Mother’s assessment of the child’s present
Points Number Percent
Best
26 59,1
Good
14 31,8
Average
4 9,1
Total
44 100,0
Figure 3: Mother's assessment of the child’s present
Specifically, 59.1% of mothers gave their children a
high rating, indicating that they perceived no issues
with their children, and their behaviour was
consistently positive. Concurrently, we noticed a
striking similarity in how the children assessed
themselves. This similarity is likely influenced by the
way mothers interact with and treat their children.
4 CONCLUSION
Socialisation is a multifaceted concept encompassing
philosophical, socio-psychological, and socio-
pedagogical aspects. It is a process influenced by
various agents, institutions, and factors, both planned
and unplanned. As an open social system, schools
must enhance positive influences and mitigate
negative impacts, with particular attention to the
interaction between schools and families, as they are
the primary institutions shaping the socialisation of
younger students. Our research sheds light on the
significant role of parent-child relationships in the
process of socialisation. The study revealed that a
child's self-esteem at a young age, particularly when
they start school at 6-7 years old, is greatly influenced
by their communication with parents. This period
marks a crucial developmental stage for children, as
parenting methods, parental attitudes, and
responsibilities undergo radical changes, leading to
shifts in a child's self-awareness and self-esteem.
Educational activity holds a pivotal role in shaping
the content of social formation during primary school
age. As children transition from play to more
academic pursuits like reading, they start to identify
with adulthood. In order to embrace this new phase, a
child must be prepared for learning. The school
environment broadens the child's circle of important
individuals, introduces new relationships with peers,
alters the nature of interactions with parents, and
fosters a distinct relationship with adults—
characterized by the "child-adult-task" dynamic.
From our study on the significance of parent-child
relationships in socialisation, we draw several
conclusions. Consistent support and encouragement
from the father lead to decreased feelings of order and
responsibility in the child. Conversely, if the father
exhibits rude and insecure behaviour towards the
child, the child's attachment to the mother increases.
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95

Children who hold their fathers in high esteem tend
to have more friends and display higher levels of
discipline.
The mother's supportive role in the parent-child
relationship can positively impact the child's
interactions with others, resulting in increased
discipline and self-confidence. On the other hand,
excessive control and restriction hinder the child's
ability to rely on their parents and adapt to the social
environment. The use of an authoritarian parenting
style may lead to higher levels of orderliness,
discipline, and social cohesion. In cases where both
parents assess the child differently, conflicts may
arise in the child's perceptions. For example, high
levels of dysfunction in children may correlate with
higher levels of dysfunction in women. In our study,
we observed that 6-7-year-olds are more likely to
assess themselves based on their parent's evaluations
and interactions. Children who perceive their fathers
as genuinely good are more confident that their
fathers will continue to be good in the future.
Additionally, children who hold their fathers in high
regard are also highly rated by their teachers in terms
of behaviour and academic performance, suggesting
that these children possess positive qualities.
A child's high valuation by their parents is influenced
by the parents' approach to upbringing, indicating a
positive and nurturing parenting style. Proper
parenting also fosters increased authoritarianism and
responsibility at this age. Encouraging independence
and respecting a child's decisions contribute to
building their self-confidence.
The family factor plays a crucial role in forming an
individual's social perceptions during the process of
socialisation. The family's spiritual environment,
parent-child relationships, and cognitive thinking
with concepts and ideas are major contributing
factors. Our research indicates that parents have
varying perceptions of themselves and their children,
with mothers generally holding higher values than
fathers.
Overall, our research has provided valuable insights
into the role of the family in the social environment
and its profound impact on a child's self-esteem
during the crucial school-age period.
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