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9. Chapter 2 Ecology of Socialization

10. Prologue: What does it mean to be human?

12. Let’s Challenge ourselves! What are some of your role models? Why are they your role models?

13. Fig. 2-1, p. 43 An Ecological Model of Human Development

14. Aims of Socialization Develop a self-concept –Self-concept is an individual’s perception of his or her identity as distinct from that of others –Erikson’s Theory of Psychosocial Development

15. Fig. 2-2, p. 45

16. Self Concept https://youtu.be/AZdsCdx04to

17. Video Questions Based on what you observed, and your knowledge from the text, how does self- concept develop and change over time? What is the basis of self-concept for middle childhood?

18. Aims of Socialization Enable self-regulation –Self-regulation involves the process of bringing one’s emotions, thought, and behavior under control

19. Aims of Socialization Empower achievement –Socialization gives meaning or purpose to adulthood by furnishing goals –Adults who understand child development provide appropriate challenges producing highly competent and motivated children –Social capital is a term referring to individual and communal time and energy (human resources) available for such things as social networking, personal recreation, community improvement, civic engagement, and other activities that create social bonds between individuals and groups

20. Aims of Socialization Teach appropriate social goals –To be part of a group, individuals must have a function that complements the group

21. Aims of Socialization Implement developmental skills Developmental tasks: –Are midway between an individual need and societal demand –Arise from social pressure on individuals according to their development

22. Agents of Socialization The Family 1.The Family is the child’s introduction to society and bears the major responsibility for socializing the child 2.The Family functions as a system of interaction that affects the psychological development of children

23. The Family 3.The Family is the first reference group for values, norms, and practices 4.The Family functions as a system of interaction that affects the psychological development of children Agents of Socialization

24. Schools and child care 1.School is a societal agent organized to perpetuate society’s knowledge, skills, customs, and beliefs 2.Socializing children for a society of rapid change is a continual challenge

25. Schools and child care 3.John Goodland found four broad categories of goals relating to the purpose of schooling 4.Teachers evaluate according to norms and standards Agents of Socialization

26. Schools and Childcare 5.Teaching methods impact socialization 6.Teachers are models to imitate 7.Child care has become an important socialization agent due to societal changes Agents of Socialization

27. Fig. 2-3, p. 51

28. Agents of Socialization Peers 1.Peer groups give children experiences in egalitarian types of relationships 2.Peer groups reward sociability and reject deviations, thus the child learns to obey the “rules of the game”

29. Agents of Socialization Peers 3.Peer groups provide information about the world and oneself from a new perspective 4.Peer groups provide support for the expression of values and attitudes

30. Agents of Socialization Mass Media 1.Mass media teaches many of the ways of society, as well as provides information about the society 2.Mass media provides role models for children to emulate 3.Concerns regarding media influence

31. Agents of Socialization The Community 1.The community provides a sense of belonging, friendship, and socialization of children 2.Population distribution affects children’s interactions

32. Agents of Socialization The Community 3.The types of agencies within a community affect children’s experiences 4.Services provided by the community affect which parts of society are opened to children 5.Communities can be support systems for families

33. Methods of Socialization Affective methods (effect emerges from feeling) Affective refers to feelings or emotions, such as love, anger, fear, or disgust. Affective mechanisms include responses to others, feelings about self, feelings about others, and expression of emotions. Affect emerges from person-to-person interaction, which leads to attachment. 1.Attachment- is an “affectional tie that one person forms to another specific person, binding them together in space and enduring over time” (Ainsworth, 1973, p. 1). Socialization begins with personal attachment 2.Infants who get a response when they cry, and who are fed, held, and spoken to, will develop a secure attachment and a sense of trust toward the world. On the other hand, infants who receive minimal or inconsistent care will develop an insecure attachment and a sense of mistrust (Erikson, 1963). https://youtu.be/ylNmkuLr6SEhttps://youtu.be/ylNmkuLr6SE

34. Table 2-1, p. 61

35. Methods of Socialization Operant methods (effect emerges from information processing) 1.Reinforcement –An object or event that is presented following a behavior and that serves to increase the likelihood that the behavior will occur again.

36. Methods of Socialization Operant methods (effect emerges from information processing) 2.Punishment –Physically or psychologically painful stimuli or the temporary withdrawal of pleasant stimuli when undesirable behavior occurs

37. Methods of Socialization Operant methods (effect emerges from information processing) 3.Feedback –Evaluative information, both positive and negative, about one’s behavior

38. Methods of Socialization Operant methods (effect emerges from information processing) 4.Learning by doing- Learning is a slow process of construction and transformation of experience into meaning. – Albert Bandura (2000) relates learning by doing to the attribution of self-efficacy the belief that one can master a situation and produce positive effects. For example, children who are encouraged and given opportunities to become competent (as by helping to cook, putting a puzzle together, or creating artwork) tend to be motivated to achieve on other tasks. Offering developmentally appropriate choices, meaningful activities that create opportunities for children to succeed, enables children to learn by doing because they can experience what works and what doesn’t (Schank, 2004). https://youtu.be/teLoNYvOf90

39. Table 2-2, p. 67

40. Methods of Socialization Observational methods (effect emerges from information processing) 1.Modeling –A form of imitative learning that occurs by observing another person perform a behavior and experience its consequence

41. Methods of Socialization Cognitive methods (effect emerges from information processing) 1.Instruction-Instruction provides knowledge and information and is a useful socializing mechanism. For instruction to be effective, however, the child must be able to understand the language used, as well as remember what was said. 2.Setting Standards-A standard is a level of attainment or a grade of excellence regarded as a goal or a measure of adequacy. Standards are set by many socializing agents 3.Reasoning-is giving explanations or causes for an act. The purpose of giving reasons in the process of socialization is to enable the child to draw conclusions when encountering similar situations, thereby internalizing self-regulatory mechanisms.

42. Methods of Socialization 3. cont. Reasoning-The problem with giving reasons is that children may not understand the words used (for example, “spreads germs,” “is rude”), and often they are not able to generalize a reason to another situation. Tis is because, according to Piaget (1974), children under age 3 are generally egocentric—that is, they lack the cognitive ability to take another’s point of view. –For reasoning to be effective as a socializing method with children under the age of 3, it must be combined with other techniques such as an emotional reaction. To illustrate, a team of researchers (1979) examined how mothers of 14- and 36-month-old children taught them to be empathetic and altruistic when another child was in distress. (Altruism refers to actions that are intended to aid or benefit another person or group of people without the actor’s anticipation of external rewards. Such actions often entail some cost, self-sacrifice

43. Methods of Socialization –Factors other than parent-child interaction, such as imitation, genetics, and temperament, have been found to be related to the development of empathy and altruism. Children between age 4 and 7 are moving away from egocentrism and toward sociocentrism—the ability to understand and relate to the views and perspectives of theirs. These children may be able to understand how another person feels or views things, but may not be able to generalize the reason to another situation. At this age, a child’s ability to reason is transductive (connecting one particular idea to another particular idea based on appearance rather than logic) rather than inductive (connecting a particular idea to a more general idea based on similarities) or deductive (connecting a general idea to a particular idea based on similarities and differences).

44. Methods of Socialization Sociocultural methods (effect emerges from information processing) 1.Group pressure 2.Tradition- is the handing down of customs, stories, and beliefs from generation to generation. 3.Rituals and Routines-A ritual is a ceremonial observance of a prescribed rule or custom. The symbols or symbolic actions embrace meaning that cannot always be easily expressed in words. Routines are repetitive acts or established procedures. In families, they may include bedtime, mealtime, and anything else done on a regular basis. 4.Symbols-are acts or objects that have come to be generally accepted as standing for or representing something else (Vander Zanden, 1995), especially something abstract.

45. Methods of Socialization Apprenticeship methods (effect emerges from guided participation) 1.Structuring 2.Collaborating 3.Transferring

46. Outcomes of socialization Values Attitudes Motives and attributes Self-esteem https://youtu.be/ry1jJVr6eTUhttps://youtu.be/ry1jJVr6eTU Self-regulation/behavior Morals Gender roles