1. Chapter 2 Ecology of Socialization (DSIB: Section 2)

2. Chapter Objectives 1. Erikson’s Theory of Psychosocial Development. 2. Patterns of influence for the major agents of socialization (parents, peers, etc.). 3. Differences between collectivistic and individualistic orientation styles. 4. The major methods through which socialization occurs. 5. Major outcomes of the socialization process.

3. Digital Natives vs. Digital Immigrants

4. Computers aren't technology - just part of the furniture Reality is no longer real - or perhaps Unreality is no longer Unreal - students view activities in the virtual space as being as real as things that happen in their physical lives Multitasking is a way of life - they have become used to multiple information channels Internet is better than TV - they are the first generation to watch less TV than their parents Nintendo over logic - they prefer to try something out than have it explained to them Staying connected - Through mobile phones and broadband, they are use to being connected to each other and the information world at all times

5. Defining and Explaining Socialization Aims of Socialization Agents of Socialization Methods of Socialization

6. Socialization as a Unique Human Process The way their parents: respond to their cries, speak to them, organize their rooms, the toys their parents buy for them, The people their parents allow them to spend time with all contribute to infants’ socialization and development. (knowledge, skills, and character traits)

7. Children: Play a role in their own socialization. Are responsible for how they are treated by others (smile is returned). Are socially influenced by your reaction (child complies to stern look).

8. Temperament Research supports what parents have known for centuries: babies are born with different temperaments. If there is a “goodness of fit” between the child’s temperament and his or her caregivers, then socialization is likely to proceed smoothly.

9. Aims of Socialization Socialization enables children to learn what they need to know in order to be integrated into the society in which they live. develop a self-concept learn self-regulation or control acquire appropriate social roles implement developmental skills and tasks

10. Terms Self-Concept: through the experiences of interaction with others, children begin to distinguish themselves from others: identity. Self-control/Self-Regulation: includes the ability to regulate one’s emotions and behavior.

11. The Center for Generational Studies We have looked at these studies See handout: Cultural Icons What we remember about Era (time frame) Also, birth order and personality

12. ©2010 Cengage Learning. All Rights Reserved. Erikson’s Theory of Psychosocial Development NameDevelopmental Stage Task Trust vs. MistrustInfancyDevelop a basic sense of trust Autonomy vs. Shame and Doubt Early ChildhoodDevelop autonomy Initiative vs. GuiltPlay AgeDevelop initiative Industry vs. InferioritySchool AgeDevelop feelings of competence Identity vs. Identity Diffusion AdolescenceIntegrate early self with changing self Intimacy vs. IsolationYoung AdulthoodEstablish intimacy Generativity vs. Self- Absorption AdulthoodEstablish and guide the next generation Integrity vs. DespairSenescenceReach end of life with positive self-esteem

13. Concept of Self: Erikson As you mature, your concept of self–your identity, your understanding of who you are–is influenced by significant others. Needs met consistently – given opportunities to discover things – sense of autonomy – self-regulated – self-controlled Needs met consistently – given opportunities to discover things – sense of autonomy – self-regulated – self-controlled Needs not met consistently – not given opportunities to discover things, explore environment – sense of doubt Needs not met consistently – not given opportunities to discover things, explore environment – sense of doubt

14. Defining Terms Developmental Skills (ability) is midway between an individual need and a societal demand/expectation. things one must learn if one is to get along well in society. Developmental Tasks (job) is categorized according to societal demands for certain behaviors. “If the task is not achieved at the proper time, it will not be achieved well, and failure in this task will cause partial or complete failure in the achievement of other tasks yet to come.” Skills are required to accomplish the task.

15. Agents of Socialization Family School Peers Mass media Community

17. Agents of Socialization In the early years the family assumes the primary role of nurturing the child. As the child gets older, the peer group becomes a primary source of support. Their Microsystem has increased from family to peers…………………………..

18. Family Newborns begin their social lives by acquiring the status their families have, which influences their opportunities. through its ability to afford higher education for its children. exposes the child to certain cultural experiences available in the society - perhaps religious instruction.

19. Peer Socialization Don’t usually begin until about age 3. Individuals at the same age and social status have common interests. Provide: 1) experience in egalitarian types of relationships; 2) another type of view (less egocentric); 3) give support and approval.

20. Schools Communicate Appropriate social roles in society Adaptability from home environment Respect for authority Proper transition into the real world The teacher is the most powerful socialization agent in the school.

21. Media Socialization Young children process the content they see and hear and transform it into something meaningful to them, which may or may not be accurate or desirable. May influence their attitudes cognitive immaturity Susceptibility to advertising Unintentional learning *****

22. Community Socialization Refers to people living in a particular geographical area. The function is to provide a sense of belonging, friendship, and socialization of children. Can have an informal social support system who can be counted on to help in a crisis.

23. Neighborhoods Are often stratified by economic status. The adults and the older children are the ones with whom the young child interacts and “probably stand second only to parents in terms of their power to influence the child’s behavior.

24. Methods of Socialization Six discussed

25. Learning ….by Doing…Efficacy Erickson’s autonomy stage relates (1)learning by doing to the attribute of (2)self- efficacy—the belief that one can (3) master a situation and (4)produce positive effects.

26. Methods of Socialization Affective (effect emerges from feeling) Attachment: bonding, togetherness Operant (effect emerges from acting) Reinforcement Extinction Punishment Feedback Learning by doing

27. Methods of Socialization Observational (effect emerges from imitating) Modeling: may be unintentional Cognitive (effect emerges from information processing) Instruction Setting standards Reasoning

28. Methods of Socialization Sociocultural (effect emerges from conforming) Group pressure Tradition Rituals and routines Symbols Apprenticeship (effect emerges from guided participation) Structuring Collaborating/ Student Teaching Transferring (from Novice to Expert)