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GENERAL INFORMATION ABOUT THE INFLUENCE OF THE SOCIAL
ENVIRONMENT ON THE PHYSICAL AND MENTAL DEVELOPMENT OF
CHILDREN
Kalmurzaeva Manzura Temirbay qizi
Student of Karakalpak State University.
Orazbaeva Tumaris Aralbay qizi
Student of Karakalpak State University.
Uzakbergenova Xurliman Berdimuratovna
Student of Karakalpak State University.
https://doi.org/10.5281/zenodo.15298608
Abstract.
This study provides information about the interaction of the social environment
on the physical and mental development of children and the problems that arise in physiological
development. Based on this information, conclusions were made on the basis of information on the
education and upbringing of children during the period of mental development, as well as on
ensuring their mental health. These studies emphasize the great importance of the family in
creating an environment for the physical and mental development of children.
Keywords:
Social environment, mental development, adolescence, education, upbringing,
family, mental health, psychological research.
BOLALARNING FIZIK VA AQLIY RIVOJLANISHIGA IJTIMOIY MUHITNING
TA’SIRI HAQIDA UMUMIY MA’LUMOTLAR
Annotatsiya.
Ushbu tadqiqot bolalarning fizik va aqliy rivojlanishida ijtimoiy muhitning
o’zaro ta’siri va fiziologik rivojlanishda vujudga keladigan muammolar haqida ma’lumotlar
berilgan. Bu ma’lumotlarga asoslangan holda bolalarda aqliy rivojlanish davrida ta’lim-
tarbiyasi, ruhiy salomatligini ta’minlash bo’yicha ma’lumotlarga asoslangan holda mulohazalar
amalga oshirilgan. Ushbu tadqiqotlarda bolalarning fizik va aqliy rivojlanish muhitini yaratishda
oilaning ahamiyati katta ekanligi aytib o’tilgan.
Kalit so’zlar:
Ijtimoiy muhit, aqliy rivojlanish, o’smirlik davri, ta’lim, tarbiya, oila, ruhiy
salomatlik, psixologik tadqiqotlar.
Introduction
The environment in which children live is one of the main factors affecting their health,
which is the social environment of physical and mental development.
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In this study, external factors were studied more, since in preschool age the influence of
internal factors is considered to be sufficiently significant, such as subjectivity, mature reflection,
holistic identity, etc.
In mental development, significant changes occur in the formation of psychological
qualities and traits in a person's personality, emotional-volitional, cognitive processes. The social
development of a child is manifested in his behavior, attitude to the environment when he begins
to participate in social life. From the first year of a child's life, the simplest types of activity serve
as the basis for the formation of personal abilities, characteristics, a certain attitude to the
environment.
However, the degree to which activity develops depends on heredity and the ability to
imitate. In the first years of a child's life, the main type of activity is his relationship with adults
and the actions he performs with objects. By interacting with the child, adults gradually introduce
them to the world of objects. In this way, the child masters the specific aspects of the activity with
objects. For children of primary school age, reading becomes the main activity, and children begin
to perceive this activity as a socially significant activity. The child begins to understand himself
as a schoolchild. Therefore, activity plays a leading role in the upbringing and development of the
child. Therefore, in educational organizations and in the family, it is necessary to organize the
child's life in such a way that he can engage in various activities. This is achieved, of course, by
enriching the content of children's activities, developing their independence in absorbing new
knowledge and skills. Raising a person in all respects is the eternal dream of our people, and our
ancestors constantly searched for ways, laws and rules for how to teach enlightenment, spirituality
and culture to the younger generation, and lead them to perfection. These are always one of the
urgent problems facing children's education. Today, preschool education is also facing these
questions. The reason is that preschool education, which is considered the main link of the
continuous education system, must form the most basic fundamental knowledge. The process of
renewal and modernization of the continuous education system in our country requires the creation
of textbooks and teaching aids that can meet the demands of the time for all links of the continuous
education system, including the subject of organizing preschool education, among all subjects.
Therefore, teaching future educators a modern system of knowledge on the subject of
organizing preschool education is one of the urgent tasks. Today, in our Republic, special attention
is paid to expanding the opportunities for the development of children's cognitive activities in the
"Concept of Preschool Education" and curricula and teaching-methodological complexes for
preschool education.
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This review aims to explain how the environments in which children and young people live
affect their health and well-being. A systematic review of the literature from psychology,
sociology, humanities and health sciences provides a summary of the main findings and
conclusions that appear to be generally supported.
Research into what influences children to live healthy and fulfilling lives has often focused
on the individual characteristics and behaviours of the child and parents. While these are clearly
important, the need to consider the wider physical and social environment in which children live
has become a growing focus of research, particularly as individual and family variables do not
account for all or even much of the variation in health and well-being.
Where children grow up can have lifelong effects on: their physical and mental health; their
cognitive development and the realisation of their potential; their identity and sense of self; their
desire to participate in society. Neighborhoods also provide a larger context for children’s
interactions with their families and peers. Children’s development, as broadly described in the
above measures, is influenced by many individual and family-level factors, such as their genetic
makeup and the quality of their relationships with their parents, and the environments in which
they live and go to school are also clearly critical. These environments vary in social, economic,
cultural, built and natural features, and differences in these factors strongly influence children’s
health and life chances; place-based allocation of resources and risks can limit or enhance their
opportunities to lead productive and prosperous lives. There is ample evidence that communities
and neighborhoods are good for them. Those with access to basic social goods and services,
including childcare and schools, that are integral to children’s cognitive development and that have
access to good-quality natural environments tend to have better outcomes for everyone, especially
children. On the contrary, their neighborhoods are characterized by physical degradation and
pollution, poverty and social discomfort; children have a low level of security, greater social
disorder and a lower probability of feeling social cohesion. Children form and develop their own
unique characteristics at each age. In this, the environment and external factors have a great
influence on them. During the period of development, children are involved in various activities.
In these processes, they communicate with their peers and adults. This helps to acquire a certain
social experience. The correct mental and physical development of children begins, first of all,
before the birth of the child in the mother's div. Every future mother must be attentive to her
child, calm in heart, spiritually strong and feel responsible for her beloved.
Because the psychology of the child is formed in the womb. He is spiritually connected
with his mother, and his mental development is directly related to the period of pregnancy.
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The fetus feels both the joys and worries of its mother while in the womb. Therefore, for a
healthy generation, our women must first be healthy and happy. After the birth of a child, age-
appropriate characteristics gradually develop, including anatomical, physiological and
psychological qualities characteristic of a particular period of life.
Since the biological and mental development of a person are interconnected, age-related
changes also occur in the mental sphere. Although not in a strict order, like biological and social
maturity, age-related dynamics of the mental development of a person are manifested. This serves
as a natural basis for highlighting the successive stages and age periods of human development.
As a result, children's development is disrupted, and for children, language, emotional and
behavioral outcomes are poorer. Now there is a strong div of evidence obtained as a result of
research in several disciplines. Social pedagogy is mainly interested in the importance of the
environment for education. The educational process, in which the goal is to achieve a specific
educational goal and in which the teacher and the child participate, is always influenced by a
certain environment.
One of the two functions or roles of the environment in education can be called the
situational function. This function is that the environment creates external conditions for
education, which can support or oppose the efforts of the teacher. In some cases, the environment
can be completely neutral in this respect. The other function - educational - consists in the fact that
human behavior changes depending on the type of current environment (classroom, playground,
trip, etc.). Since the influence on the personality is spontaneous and natural, it can be used to
achieve good results in education. As mentioned above, the development of the individual always
occurs in a certain environment. The social environment allows the development of socialization,
that is, the genetically determined ability to socialize.
This microenvironment (family, schools, peers, groups) plays an important role, since it
has a more direct and stronger impact on the individual than other environments. The impossibility
of living outside the environment (in the narrow sense) is an objective fact.
However, we cannot live without social contact, because we are "brought up as social
beings, predisposed to life in groups. Child development is a continuous learning process. The
process of social learning consists of the transition from egocentric thinking to socialization, that
is, from focusing on oneself to accepting others. One of the oldest forms is one of the early forms
of social learning, which serves as a form of various behaviors for children. childhood. The child
imitates his parents, peers, or fairy-tale characters and receives feedback from his parents that he
did something right or wrong.
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Another ancient and widely used method of learning is learning through rewards and
punishments. Another form of social learning is observational learning, which is based on
observing the reaction of others to the actions of the individual. It consists of observation and
learning from examples. The child also learns from the opinions of other people, which is called
anticipatory learning.
In this case, the child familiarizes himself with the expectations and opinions of others
about himself. This type of social learning is very important for self-concept and goal setting.
Social learning mechanisms help us understand the development and formation of a child's
personality. However, we must be aware that there are other mechanisms that complement each
other in our development. Play is a typical children's activity that involves social learning, social
communication, and the acceptance and understanding of social roles. Socialization is a long-term
process that has several distinct and partly similar stages. One of the most important stages is the
first, which can be called primary socialization and occurs mainly in the family.
Mental education is a systematic and purposeful pedagogical influence on young people
in order to develop their minds. It occurs as a planned process of the younger generation acquiring
socio-historical experience, which is expressed in the knowledge, skills and abilities accumulated
by mankind, and in the rules. This influence is carried out by adults and involves the creation of
various means, methods, and conditions that ensure the mental development of children. The mind
of a person, his mental development, is manifested in the volume, nature and content of knowledge.
They are expressed in the vigor of mental activity, in the pursuit of independent creative
knowledge. Mental activity requires that attention be focused on a specific goal.
Conclusion
In conclusion, it should be said that throughout the history of the development of the theory
and practice of mental education of preschool children, the main efforts of psychologists have been
aimed at studying the problem of perception and the formation of conceptual thinking of preschool
children.
The mental education and development of a child was considered as a process of gradual
introduction of the main forms of thinking - from emotional-practical to abstract-conceptual. At
the same time, mental development acted not only as a process of assimilation of knowledge and
methods of mental activity by the child, but also as the formation of certain personality traits.
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