Description of the Components and Levels of Socialization of Schoolchildren in Conditions of Normotypical Development and Mental Dysontogenesis

The article presents a description of the components and levels of socialization of schoolchildren with normotypical development and intellectual disabilities. Based on the analysis of general and specific patterns of social development, were identified stages of socialization and stages of social development, the cognitive-conscious, motivational-value, emotional-regulatory and activity-behavioral components of socialization. It has been established that the indicators of the cognitively conscious component are knowledge and understanding of social and moral norms, rules of social behavior, awareness of their significance at the level of interaction with society; indicators of motivational-value – the manifestation of the motivational-need-sphere of the individual, the peculiarities of the student's attitude to social and moral norms; indicators of the emotional-regulatory component of socialization are the degree of personality adaptation, perception, understanding and assessment of one's own personality, the ability to emotional regulation; indicators of the activity-behavioral component are the degree of independence and social activity of the individual, adherence to generally accepted moral and social norms, moral and ethical aspects of behavior in relations with «others», the ability to avoid conflict situations, the communicative activity of the individual. Taking into account the peculiarities of social development in ontogenesis, a description of the high, medium and low levels of socialization is given for each of the indicators in accordance with the stages of adaptation, individualization and integration.