I.

Definition of socialization, identity, social interaction, symbolic

interactionism

II. Picture Prompt and Graphic Organizer

III. Perspectives of Social Development

IV. The Relevance of Socialization in Child and Adolescent

Development
 What comes to your
mind when you hear
the following words –
identity, personality,
socialization, status,
social interaction?
 Contributions of Psychology and Sociology to Explaining the Self
* Psychology
* Emphasizes studying the personal identity (personality and self) in an
attempt to understand attitudes and behavior

* Sociology
* Emphasizes studying the development of a social identity, that part of self
that is built up over time through participation in social life
* Social identity is linked to the innate need for affiliation & seeking
relationship with others
 Charles Horton Cooley (1864-1929)

. . . and the Looking Glass Self

* We imagine how others see us and judge us.

* Our self image develops based on we believe that

judgment is.

* Self-feeling is the product of the above two

interactions.
 George Herbert Mead (1863-1931)

. . . & The two-part self

* “I” – the spontaneous, creative, impulsive self.
* “Me” – the social self who is concerned with how she is viewed by others.
* As children, we look primarily to significant others and engage in role
taking or rehearsal.
* The generalized other is the pattered human behavior that we
understand as typical.
 Mead – Stages of Socialization

* Preparatory stage (to age 3).

* Imitation
* Approval seeking
* “I” develops as a result of reinforcement, with “me” in the background
& beginnings of a “self”
* Not much “role taking” possible

* Play Stage (ages 3-5)

* Children imagine & act out roles
* “Me” grows stronger as the approval of others becomes more important
to the child.
* Language also fosters the development of the self (“self expression”)
* Learns the meaning of roles
* Game Stage (early school years)
* Take on several roles simultaneously, able to take role of “generalized other”

* Continuing socialization – individuals continue to create and recreate

reality.

* Anticipatory socialization – imagining the future self.

 Gilligan: Gender Schema and Moral Development
* Moral reasoning differs by gender
* Boys choose on the basis of “justice” norms (what
people deserve)
* Girls choose on the basis of social responsibility norms
(based on dependence)
* Moral development reflects gender socialization.
 Psychological Perspectives on Socialization: Summary (Continued)
* Social Learning Theory
* Focus on observable behavior (rather than internal conflicts, i.e.,
Freud)
* Behavior is shaped by early experience
* Learned behavior becomes habitual through imitation followed by
reinforcement (sanctions/rewards)
* Children are rewarded for behaving in gender-appropriate ways as
they imitate their same-sex parent
* Sees boys’ roles as less flexible than girls’ roles
* Critique of SLT:
* Children may not imitate (model) their same-gender parent.
* Sees children as passive “sponges”; minimizes free choice and the
effect children may have on parents.
 Aging & Culture
* Stages of maturation are culturally defined, not culturally universal.
* Life stages are affected by social change & technology.
* “New” Stage: recognition of death and dying (denial, anger, bargaining,
depression, acceptance)
 Agents of Socialization
* Family
* Education/Schools
* Peers
* Media

Children and Violence in the Media

* The average American child (ages 2-17) spends 1,023 hours per year watching TV.
* The average American youth spends 900 hours per year in school.
* 41% of American households have 3 or more TV sets.
* 56% of children aged 8-16 have a TV in their room.
* Children ages 2-7 spend 81% of their TV viewing hours unsupervised
* 70% of American day care centers use TV as part of their day.
* By the age of 18, the average 18-year-old will have viewed 200,000 acts of violence on TV
SELF
 SOCIALIZATION

What can be
Components?
learned?
 • It refers to the distinguishing character or
Identity personality of an individual.

• It refers to the totality of qualities , traits, and

behaviour that form an individual’s distinctive
Personality character.

• It refers to collection of beliefs or ideas about oneself which includes

strengths, weaknesses, academic performance, gender roles, personal
Self-concept attributes.
 • It refers to the feelings of confidence and respect
Self-esteem to one’s capabilities and worth.

• It refers to the process by which we talk, act,

Social
exchange informations, views, words, as well as
interaction react to those around us.

• It refers to the lifelong process whereby an individual socializes,

interacts and upon the process; acquires new words, culture,
language, skills, values, norms, behaviour, social skills, that
Socialization eventually lead to the development of sense of self, thus, became a
member of society.
 I. Nature-Nature

II. Sociological – Charles Horton Cooley

and George Herbert Mead

III. Psychological – Sigmund Freud, Erik

Erikson, Jean Piaget, Lawrence
Kohlberg, Giligan
 Theory Major Figure/s Assumptions
The personality consists of the
id, ego, and superego. If a child
does not develop normally and
Psychoanalytic Sigmund Freud the superego does not become
strong enough to overcome the
id, antisocial behavior may
result.
Identity development
encompasses eight stages
across the life course. The fifth
stage occurs in adolescence
Identity development Erik Erikson
and is especially critical because
teenagers often experience an
identity crisis as they move
from childhood to adulthood.
Cognitive development occurs
through four stages. The final
stage is the formal operational
Cognitive development Jean Piaget stage, which begins at age 12 as
children begin to use general
principles to resolve various
problems.
 Theory
Looking-glass self
Taking the role of the other
Major Figure/s Assumptions
Children gain an impression of
how people perceive them as the
children interact with them. In
effect, children “see” themselves
when they interact with other
Charles Horton Cooley
people, as if they are looking in a
mirror. Individuals use the
perceptions that others have of
them to develop judgments and
feelings about themselves.
Children pretend to be other
people in their play and in so
doing learn what these other
people expect of them. Younger
children take the role of significant
others, or the people, most
George Herbert Mead typically parents and siblings, who
have the most contact with them;
older children when they play
sports and other games take on
the roles of other people and
internalize the expectations of the
generalized other, or society itself.
 Theory Major Figure/s Assumptions
Children develop their ability to
think and act morally through
several stages. If they fail to
reach the conventional stage, in
which adolescents realize that
their parents and society have
rules that should be followed
Lawrence Kohlberg, Carol
Moral development because they are morally right
Gilligan
to follow, they might well
engage in harmful behavior.
Whereas boys tend to use
formal rules to decide what is
right or wrong, girls tend to
take personal relationships into
account.
 Jean Piaget Erik Erikson
Age Cognitive Psychosocial

0-1 Sensorimotor Trust vs Mistrust

1-2 Sensorimotor Autonomy vs Shame/Doubt

2-6 Preoperational Initiative vs Guilt

Preoperational/
6-7 Initiative vs Guilt
Concrete
Concrete Competence/Industry vs
7-12
Operations Inferiority

12-20+ Formal Operations Identity vs Role Confusion

 Jean Piaget
•Sensorimotor (0-2)
Exploration through the body
Object permanence
Emotional attachment to a significant few

Preoperational (2-7)
•Use of language
•Imagination
•Egocentric

•Concrete Operational (7-11)

•Logical reasoning
•Concrete thinking
•Traits of objects are conserved even when their shape changes

•Formal Operational (12 to adult)

•Abstract thinking develops
•Problem solving and consideration of consequences begins
 Erik Erikson
Stages of Psychosocial Development
•0 – 1 Trust vs. Mistrust (fear)
•2 – 3 Autonomy vs. Shame or Doubt (self-
control)
•3 – 5 Initiative vs. Guilt (independence)
•6 – 12 Industry vs. Inferiority (achievement)
•13-19 Identity vs. Role Confusion (personal
identity)
•20-40 Intimacy vs. Isolation (commitment)
•40-65 Generativity vs. Stagnation (usefullness)
•65 + Integrity vs. Despair (meaning)
Children Learn What They Live
By Dorothy Law Nolte, Ph.D.

If children live with criticism, they learn to condemn.

If children live with hostility, they learn to fight.
If children live with fear, they learn to be apprehensive.
If children live with pity, they learn to feel sorry for themselves.
If children live with ridicule, they learn to feel shy.
If children live with jealousy, they learn to feel envy.
If children live with shame, they learn to feel guilty.
If children live with encouragement, they learn confidence.
If children live with tolerance, they learn patience.
If children live with praise, they learn appreciation.
If children live with acceptance, they learn to love.
If children live with approval, they learn to like themselves.
If children live with recognition, they learn it is good to have a goal.
If children live with sharing, they learn generosity.
If children live with honesty, they learn truthfulness.
If children live with fairness, they learn justice.
If children live with kindness and consideration, they learn respect.
If children live with security, they learn to have faith in themselves and in those about them.
If children live with friendliness, they learn the world is a nice place in which to live.
Thank you.