Культура дитинства як особливий соціокультурний мікрокосм
The culture of childhood as the special social and cultural microcosm

Summary/Abstract: A specific feature of studying the functional representativeness of culture is the orientation towards determining the personal measurement of the system fundamentals of culture creating. Studying of general regularities of Homo Sapiens development begins with the understanding the key role of the first period of people's life, their childhood. At the beginning of the XXI century, one of the most important tasks of philosophy in the context of this problem should be an idea of the cultural adaptation of children with special needs inseparably from the individual process of their socialization, so, we mean the childhood of children with special needs, their "second birth". The ground relations of the individual with special needs with the environment, other people, with oneself is a common activity. The first holistic concept, in which childhood is seen in any one aspect – psychological, sociological, historical, pedagogical appear only at the end of XX century. At the beginning. XX century. the shift from accumulation of empirical data in the form of diary entries to create general works. The first anthropologist, which was the object of research childhood world in different cultures, was an American researcher Margaret Mead. Later this problem interested in cultural studies, anthropologists, founders of ethnography childhood R. Benedict, F. Boas, C. Dubois. In a mentally ill child must have a lot of areas, caught the disease while there is no single measurement for determining normality. Condition and mental development depends on many factors: genetic inheritance, intrauterine conditions of the environment, the characteristics of the central nervous system and others. Culture childhood is the basis of large-scale and multifaceted cultural sociogenesis process that engages people to experience culture and civilization. Cultural sociogenesis can be defined as a bilateral psychological process that, on the one hand, includes the impact on the individual system of ethnocultural, social and psychological mechanisms that secure the generalized cultural experience in individual development; on the other hand, is the result of assimilation and active individual play, which matures, social experience, social influence (micro and macro) environment attracts him to participate in public life, teaches a group behavior, self-realization and fulfillment of various social roles. All the historical development of society formations changed attitude to children in the process of their upbringing and education. Over time, began to appear moralistic conception of childhood. Teachers XVII focus on the psychological content and quality of education is compulsory process of socialization and moralization. In the history of mankind educational experience stood out three classic formations childhood: quasi childhood, undeveloped childhood, childhood developed. This model specific historical form quasi childhood acts childhood descendants of primitive man, undeveloped – Childhood in the Middle Ages and in modern times – is typical of modern childhood. XIX century adequate brought its revolutionary atmosphere socialization parenting style, which lasted until the mid XX century. Child Care was not so much in mastering it will, as in training and directing of the will, a child taught to adapt to circumstances, helping to socialize as soon as possible and confident. Characteristically, the parents already started to show interest in their children, sometimes freeing mother of juvenile trouble. In fact, until now dominated by helping in the education style (from the middle of the XX century.), Which is based on the fact that the child is better than foster – father or mother, knows their needs and desires at every stage of growth. Physical birth of the individual must necessarily go to its cultural "rebirth" as a complete person and individual, regardless of the case when it comes to a child with special needs. An integral part of the culture of childhood is a family that every child advocates collective micro sociocultural carrier macro- and traditions that make up the family micro-space. This internal primitive for families and outer space for the child "low culture" is kind of different external projection of human experience, concentrated in the "big" culture. The mass of historical and cultural experience of people living in one place at the same time, the individual being interpreted through several generations of a family member, methodically creating intrafamily "version being." During his subculture of childhood (it is the children with special needs) formed as a two-tier structure – the inner layer is built was through concepts: child – adult; child – family; child – family – society; and appearance based on the triad of social, aesthetic and ontological factors facing problem in functionality. An important factor in understanding the phenomenon of family socialization is the family (micro group) consciousness, fixed in a "cultural concept of family" as a system of values, symbolized the qualities, attributes, relationships, behavioral patterns, forming a family narrative.

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