1. Socialization: From Infancy to Old Age

2. Socialization
The lifelong process of social interaction through which individuals acquire a self identity and the physical, mental, and social skills needed for survival in society.
The social experience by which people learn culture
Socialization is the essential link between the individual and society.

3. Why Socialization Is Important
Teaches us ways to think, talk and act that are necessary for social living.
Ensures that members of society are socialized to support the existing social structure.
Allows society to pass culture on to the next generation.

4. Human Development Each of us is a product of two forces:
Heredity- “nature”
Determines our physical makeup.
Social environment -“nurture.”
Determines how we develop and behave.

5. The Biological Sciences: The Role of Nature
Charles Darwin
Human behavior was instinctive – our “nature”
U.S. economic system reflects “instinctive human competitiveness”
People are “born criminals”
Women are “naturally” emotional and men are “naturally” more rational

6. The Social Sciences: The Role of Nurture
John B. Watson ( )
Behaviorism
Held that behavior is not instinctive but learned
People are equally human, just culturally different
Human behavior is rooted in nurture not nature

7. Social Isolation
Ethically, researchers cannot place humans in total isolation to study what happens
Harry & Margaret Harlow (1962)
Studied rhesus monkeys
Found that complete isolation for even six months seriously disturbed development
Unable to interact with others in a group
Confirmed the importance of adults in cradling infants
Isolation caused irreversible emotional and behavioral damage

8. Studies of Isolated Children
Anna
Social isolation caused permanent damage
At age 8, mental development was less than a 2-year-old
Began to use words at age 10
Because mother was mentally retarded, perhaps Anna was similarly challenged

9. California Case
Childhood isolation resulting from parental abuse
At age 13, mental development of a 1-year-old
Became physically healthy with intensive treatment
Language ability remained that of a young child

10. CRITICAL REVIEW
Evidence points to the crucial role of social experience in forming personality
Humans can sometimes recover from abuse and short-term isolation
There is a point at which isolation in infancy causes permanent developmental damage

11. Sigmund Freud ( )
Human development occurs in three states that reflect different levels of personality:
Id: Present at birth; Pleasure principle
Ego: Develops over the first few years; Reality principle
Superego: Develops in a preschool child; Morality principle

12. Sigmund Freud (1856-1939) Personality Development
To the id, the world is a jumble of physical sensations that bring pleasure or pain
As the superego develops, moral concepts of right and wrong are learned
Id and superego remain in conflict
Managed by the ego in a well-adjusted person

13. Freud’s Theory of Personality

14. Jean Piaget (1896-1980) Cognitive Development
Jean Piaget used five key concepts to explain how cognitive development occurs:
Schema
Assimilation
Accommodation
Equilibrium
Equilibration

15. Piaget’s Stages of Cognitive Development
Sensorimotor stage (birth to age 2) - children understand the world through sensory contact and immediate action.
Preoperational stage (age 2 to 7) - children begin to use words as symbols and form mental images.

16. Piaget’s Stages of Cognitive Development
Concrete operational stage (7 to 11) - children think in terms of tangible objects and events.
Formal operational stage (12 and up) - adolescents begin to think about the future and evaluate different courses of action.

17. Conservation and Reversibility Problems

18. Conservation and Reversibility Problems

19. Lawrence Kohlberg’s Stages of Moral Reasoning
Preconventional level (7 to 10) Children’s perceptions are based on punishment and obedience.
Conventional level (10 to adult) People are concerned with how they are perceived by peers and how one conforms to rules.

20. Kohlberg’s Stages of Moral Reasoning
Postconventional level (few adults reach this stage) People view morality in terms of individual rights; “moral conduct” is judged by principles based on human rights that transcend government and laws.

21. Carol Gilligan’s Stages of Female Moral Development
Stage 1: A woman is motivated primarily by selfish concerns.
Stage 2: She recognizes her responsibility to others.
Stage 3: She makes a decision based on a desire to do the greatest good for self and for others.

22. The Looking-Glass Self
We imagine how we look to others.
We imagine how other people judge the appearance that we think we present.
If we think the evaluation is favorable our self-concept is enhanced.
If we think the evaluation is unfavorable, our self-concept is diminished.

23. Mead and Role-taking The self is divided into “I” and “Me”:
“I” represents the unique traits of each person.
“Me” is composed of the demands of others and the awareness of those demands.
“I” develops first. “Me” is formed during first three stages of self development.

24. Mead’s Three Stages of Self-Development
Preparatory Stage (up to age 3) Children prepare for role-taking by imitating the people around them.
Play Stage (3 - 5) Children begin to see themselves in relation to others.

25. Mead’s Play Stage

26. Mead’s Three Stages of Self-Development
Game Stage (early school years) Children understand their social position and the positions of those around them. Children become concerned about the demands and expectations of others.
Generalized Other (Later school years) The concept of socially acceptable behavior is internalized.

27. Erik H. Erikson’s Eight Stages of Development
The challenge of trust versus mistrust
Birth to about 18 months
Gain a sense of trust that the world is safe

28. Stage 2
Toddlerhood – The challenge of autonomy (versus doubt and shame)
Up to age 3
Failure to gain self control leads to doubt in abilities
Stage 3
Preschool – The challenge of initiative (versus guilt)
Four- and 5-year-olds
Learn to engage their surroundings or experience guilt at having failed to meet expectations

29. Stage 4
Preadolescence – The challenge of industriousness (versus inferiority)
Between ages 6 and 13
Feel proud of accomplishments or fear they do not measure up
Stage 5
Adolescence – The challenge of gaining identity (versus confusion)
Teen years
Struggle to establish identity
Almost all teens suffer confusion in establishing identity

30. Stage 6
Young adulthood – The challenge of intimacy (versus isolation)
Challenge of forming and keeping intimate relationships
Balancing the need to bond with the need to have a separate identity
Stage 7
Middle adulthood – The challenge of making a difference (versus self-absorption)
Challenge of middle age is to contribute to the lives of others
Failing leads to self-centeredness or becoming caught up in own limited concerns

31. Stage 8
Old age – The challenge of integrity (versus despair)
Near the end of life, people hope to look back on accomplishments with a sense of integrity
For the self-absorbed, old age brings a sense of despair over missed opportunities

32. Agents of Socialization
Family
School
Peer group
Mass Media

33. Functionalist Perspective: Functions of Schools
Teach students to be productive members of society.
Transmit culture.
Social control and personal development.
Select, train, and place individuals on different rungs in society.

34. Conflict Perspective: Schools
Experiences depend on social class, racial–ethnic background, gender, and other factors.
Children learn to be neat, punctual, quiet, wait their turn, and remain attentive to their work.
Schools socialize children for later roles in the work force.

35. Media As Socializing Agents
Inform us about events.
Introduce us to a variety of people.
Provide an array of viewpoints on current issues.
Make us aware of products that will supposedly help us.
Entertain us.