Child, Family, School, and Community Socialization and Support 6th ed.

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Child, Family, School, and CommunitySocializati
on and Support 6th ed.
Chapter TwoOutcomes of Socialization
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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 their potentialities and form satisfying
  relationships.
• develop a self-concept.
• learn self-regulation.
• empower achievement.
• acquire appropriate social roles.
• implement developmental skills.

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Develop a Self-Concept

• Self-concept is an individuals perception of
  his/her identity as distinct from that of others.
• It emerges from experiences of separateness from
  others.
• The value one places on that identity is known as
  self-esteem.

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An Ecological Model of Human Development

• Socialization involves bidirectional interactions
  between the child and significant others in
• microsystems
• mesosystems
• exosystems
• macrosystems
• chronosystem

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Concept of Self

• As you mature, your concept of selfyour
  identity, your understanding of who you areis
  influenced by significant others.

• Needs not met consistently
• not given opportunities
• to discover things,
• explore environment
• sense of doubt

• Needs met consistently
• given opportunities to discover things
• sense of autonomy
• self-regulated
• self-controlled

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Eriksons Theory of Psychosocial Development
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Enable Self-Regulation

• Self-regulation involves the process of bringing
  ones emotions, thoughts, and behavior under
  control.
• This can be interpreted as routing our feelings
  through our brains before acting on them
  according to the situation.

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Empower Achievement

• Socialization gives meaning or purpose
  to adulthood and to the long process children
  have to go through to get there.
• Significant adults and peers influence childrens
  motivation to succeed.
• Adults who understand child development provide
  appropriate challenges producing highly competent
  and motivated children.

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Acquire Appropriate Social Roles

• To be part of a group, individuals must have a
  function that complements the group.

Role Supervisor Parent Friend Teacher
Function Lead employees Nurture
children Emotional support Facilitator
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Gender is a Social Role

• Boys and girls learn gender appropriate behaviors
  from significant members of their society.
• What is appropriate is affected by
• culture
• ethnicity
• religion
• time

Macrosystem influences
Chronosystem influence
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Implement Developmental Skills

• Havighursts Theory examined how societys
  expectations change.
• Developmental tasks
• are midway between an individual need and
  societal demand.
• arise from social pressure on individuals
  according to their development.

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Agents of Socialization

• The generalized community comprises many groups
  that play a part in socializing individuals.
• These groups exert their influence in different
  ways and at different times.
• Each agent has its own functions in
  socialization.
• Sometimes the agents complement each other other
  times they contradict each other.

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Temperament

• Childrens temperamentthe innate characteristics
  that determine individuals sensitivities to
  various experiences and responsiveness to
  patterns of social interactioncan elicit
  different reactions in caregivers.
• A relaxed, happy baby tends to elicit smiles.
• A tense, crying baby tends to elicit concern or
  anxiety.

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The Family

• The childs introduction to society.
• The major responsibility for socializing.
• Places children in a community and in a society
  which influences their opportunities.
• Passes on its socioeconomic status.
• Functions as a system of interaction that affects
  childrens psychosocial development
• Serves as the childs first reference group for
  values, norms, and practices one refers to in
  evaluating ones behavior (Elkin Handel).

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Dimensions of Ethnic Behavior Patterns

• Extreme examples are presented for purposes of
  illustration individual members of groups can
  vary accordingly.
• Orientation From collectivistic to
  individualistic
• Collectivism (orientation towards the group)
• Individualism (orientation towards the
  individual)
• Coping style From active to passive.
• Active coping style (doing, getting things done)
• Passive coping style (being, becoming)

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Dimensions cont.

• Attitude toward authority From submissive to
  egalitarian.
• Submissive (respect and obey without question)
• Egalitarian (more nearly equal figures)
• Communication style From open/expressive to
  restrained/private.
• Open/expressive (African heritage)
• Polite/ritualistic (Asian heritage)
• Restrained/private (Euro-American heritage)

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Schools and Child Care

• The school acts as an agent-organized to
  perpetuate societys knowledge, skills, customs,
  and beliefs.
• The schools part in the transmission of culture
  is continually under debate because the growth of
  knowledge and technology make it impossible to
  convey all information.
• The school acts as an agent to foster respect and
  adherence to the existing social order of society.

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John Goodlad

• Four broad categories of goals
• academic (reading, writing, arithmetic)
• vocational (preparation for world of work)
• social and civic (preparation to participate in a
  democracy)
• personal (develop individual talent and
  self-expression)

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Schoolscont.

• Teachers evaluate according to norms and
  standards.
• Organization of classroom setting affects
  socialization.
• Teachers serve as models for children to imitate.
• Child care has become an important socialization
  agent due to societal changes.

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Peers

• The peer group is comprised of individuals who
  are of approximately the same age and social
  status and who have common interests.
• Children start to understand the views of others
  and are able to cooperate, share, and take turns
  (perspective taking skills improve).
• Move away from egocentrismthe characteristic of
  being able to look at the world only from ones
  own point of view begins to diminish.
• As children mature and develop new interests,
  their peer groups change.

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Mass Media

• Newspapers
• Magazines
• Books
• Radio
• Television
• Videos
• Movies
• Computers
• Other means of communication

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Mass Media cont.

• The mass media do not ordinarily directly involve
  personal interactions the interactions are of a
  more technical nature.
• Considered socializing agents because they reveal
  many aspects of the society and elicit cognitive
  processes in children that affect their
  understanding of the world.
• Convey information about society.

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The Community

• The term community is derived from the Latin word
  for fellowship.
• Community refers to the affective relationships
  expected among closely knit groups of people with
  common interests.
• Refers to people living in a particular
  geographical area.
• The function is to provide a sense of belonging,
  a source of friendship, and socialization of
  children.

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The Community cont.

• One function of community groups is to give
  children different perspectives on lifeto
  broaden their range of experience and give them
  new statuses or roles.
• A community can have an informal social support
  systemrelatives, friends, and neighbors who can
  be counted on to help in a crisis.

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Advocacy

• Formal support systems in a community usually
  emerge through the process of advocacy.
• Advocacy means speaking or writing in support of
  something.
• Setting goals on behalf of children.
• Seeing that politicians or government agencies
  implement them.

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Methods of Socialization

• Affective (effect emerges from feeling)
• Attachment
• Operant (effect emerges from acting)
• Reinforcement
• Extinction
• Punishment
• Feedback
• Learning by doing

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Methods of Socialization

• Observational (effect emerges from
• imitating)
• Modeling
• Cognitive (effect emerges from information
  processing)
• Instruction
• Setting standards
• Reasoning

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Methods of Socialization

• Sociocultural (effect emerges from conforming)
• Group pressure
• Tradition
• Rituals and routines
• Symbols
• Apprenticeship (effect emerges from guided
  participation)
• Structuring
• Collaborating
• Transferring

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Operant Methods Effect Emerges from Acting

• Operant refers to producing an effect.
• When some behavior is followed by a favorable
  outcome (reinforcement), the probability of that
  behavior occurring again is increased.
• When the behavior has no favorable outcome (for
  example, it does not get attention or is ignored)
  or has an unfavorable outcome (it results in
  punishment), the probability of that behavior
  occurring again is decreased.

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Reinforcement

• An object or event that is presented following a
  behavior.
• Serves to increase the likelihood that the
  behavior will occur again.
• Shaping is the systematic, immediate
  reinforcement of successive approximations of the
  desired behavior until that behavior occurs and
  is maintained.

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Reinforcement

• Positive
• A reward given for desired behavior
• Food
• Physical contact
• Praise

• Negative
• The termination of an unpleasant condition
  following a desired response
• Removal from time out (after appropriate
  behavior)
• Restoring privileges (after an apology)

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Extinction

• If reinforcement increases the likelihood of a
  response occurring again, then the removal of the
  reinforcement should eventually eliminate, or
  extinguish, the response.
• The gradual disappearance of a behavior due to
  the removal of the reinforcement.
• Must be used in conjunction with reinforcement to
  be effective as a socializing method.
• Time-out is a type of extinction in which all
  reinforcement is removed.

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Punishment

• Children have to be taught to process what they
  are not supposed to do, as well as what they are.
• Consists of physically or psychologically painful
  stimuli.
• The temporary withdrawal of pleasant stimuli when
  undesirable behavior occurs.

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Feedback

• Evaluative information, both positive and
  negative, about individual behavior
• an approving nod
• a questioning look
• a comment
• further instructions
• a reminder
• Provides knowledge of results and ways to improve
  them

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Learning by Doing

• Sometimes socialization occurs through
  experiencing and interacting.
• Psychologist Albert Bandura (2000) relates
  learning by doing to the attribute of
  self-efficacythe belief that one can master a
  situation and produce positive effects.

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Observational Methods Effect Emerges from
Imitating

• Modeling is a form of imitative learning that
  occurs by observing another person (the model)
  perform a behavior and experience its
  consequences.
• Enables us to learn appropriate social behavior,
  attitudes, and emotions vicariously or
  second-hand.

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Models

• Parents
• Siblings
• Relatives
• Friends
• Teachers
• Coaches

• Athletic Stars
• Movie Stars
• TV Stars
• Teen Idols
• Cartoon Characters

There is much evidence that children learn
both prosocial and antisocial behavior by
watching TV.
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Cognitive Methods Effect Emerges from
Information Processing

• Socialization techniques using cognitive methods
  involve those that specifically focus on how
  individuals process information or abstract
  meaning from experiences.
• Strategies
• Instruction
• Standard setting
• Reasoning

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Instruction

• For instructions to be effective, they must be
  understood.
• For instructions to be understood, the instructor
  must be willing to
• rephrase
• demonstrate
• repeat

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Setting Standards

• A standard is a level of attainment or degree of
  excellence regarded as a goal or measure of
  adequacy.
• When parents set standards, they are telling
  children what they should do.
• Provides children with advance notice of what
  is/isnt expected of themhelping them become
  socialized.

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Reasoning

• Involves giving explanations, causes for an act.
• Some children may not be able to
• understand reasons.
• generalize a reason to another situation.
• Egocentric children lack the cognitive ability to
  take anothers point of view thus making
  reasoning difficult.
• Altruism refers to actions that are intended to
  aid or benefit another person without
  anticipation of external reward.

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Sociocentrism

• The ability to understand and relate to views and
  perspectives of others
• Transductive connecting one particular idea to
  another based on appearance rather than logic
• Inductive connecting a specific idea to a more
  general idea based on similarities
• Deductive connecting a general to a particular
  one based on similarities and differences

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Parenting Styles

• Baumrind
• Authoritative parents are willing to offer
  reasons for their directives
• Permissive parents offer no directives and rely
  on manipulation to obtain compliance
• Authoritarian parents expect children to accept
  their word as right and final without any verbal
  give-and-take

Children who are habitually given reasons for
directives benefit.
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Sociocultural Methods Effect Emerges from
Conforming

• Culture involves learned behavior including
• knowledge
• beliefs
• morals
• law
• customs
• traditions
• that is characteristic of the social
  environment in which individuals grow up.

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Culture

• Some of the socializing techniques by which
  sociocultural expectations influence behavior are
• Group pressure
• Traditions
• Rituals
• Routines
• Symbols

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Group Pressure

• A sociocultural method of socialization
• Involves conforming to group norms
• Communities comprise social groups
• Families
• Neighborhoods
• Churches
• Peers
• Clubs
• Schools

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Tradition

• The handing down of
• customs
• stories
• beliefs and so on
• from generation to generation.
• Ethnic groups
• Religious groups
• Families

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Rituals and Routines

• A ritual is a set form or system that
• connects us with our past.
• defines our present.
• gives us a future direction.
• Rites of passage signify changes in peoples
  status.
• Routines are repetitious acts or established
  procedures
• bedtime
• mealtime
• anything done on a regular basis

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Symbols

• Acts or objects that have come to be generally
  accepted as standing for or representing
  something else.
• Abstract
• Dove symbol of peace
• Cross symbol of Christs death
• Circle never ending (wedding ring)

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Apprentice Methods Effect Emerges from Guided
Participation

• Children efforts are guided by
• Parents
• Siblings
• Relatives
• Peers
• Coaches

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Outcomes of Socialization

• Values are qualities or beliefs seen as desirable
  or important.
• Attitudes are tendencies to respond positively or
  negatively to certain persons, objects, or
  situations.
• Motives are needs or emotions that cause people
  to act in certain ways.
• Attributes are explanations for their performance.

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Self Esteem

• The value individuals place on their identity.
• Previously viewed as a unitary, global construct.
• Harter examined more specific domains related to
• physical competence.
• academic competence.
• behavioral competence.
• social acceptance.

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Self-Regulation/Behavior

• Self regulation is the process of bringing
• emotions
• thoughts
• behavior
• under ones control.
• Behavior consists of what one does or how one
  acts in response to a stimulus.

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Theories

• Psychoanalytic theory (Freud)
• Behavioral learning theory (Skinner)
• Social cognitive theory (Bandura)
• Cognitive developmental theory (Piaget)
• Vygotskian theory (Vygotsky)
• Sociocultural theory

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Morals

• An individuals evaluation of what is
• right or wrong
• Theories of moral development have
• an affective, or emotional, component.
• a cognitive component.
• a behavioral component.

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Gender Roles

• Qualities that individuals understand and that
  characterize males and females in their culture.
• Gender usually refers to psychological
  attributes.
• Sex usually refers to biological attributes.
• Males XY
• Females XX