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Understanding Human Development: Socialization Theories and Influences

Explore the importance of socialization, psychological and sociological theories, agents of socialization, and stages of cognitive and moral development. Discover how society shapes individuals through family, peers, schools, and media.

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Understanding Human Development: Socialization Theories and Influences

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  1. Chapter 3 Socialization

  2. Chapter Outline • Why Is Socialization Important Around the Globe? • Social Psychological Theories of Human Development • Sociological Theories of Human Development • Agents of Socialization • Gender and Racial‑Ethnic Socialization • Socialization Through the Life Course • Resocialization • Socialization in the Future

  3. Why Socialization is Important • Teaches us ways of thinking, talking and acting that are necessary for social living. • Members of society must be socialized to support the existing social structure. • Allows society to pass culture on to the next generation.

  4. Human Development • Humans are a product of biology, society and personal experiences. • Most human actions, except for reflexes, are social in cause or consequence. • Individuals who are isolated as children never fully develop emotionally or intellectually.

  5. Freud’s Theory of Personality • Human behavior and personality originate from unconscious forces within individuals. • Human development occurs in three states that reflect different levels of personality: • Id • Ego • Superego

  6. 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.

  7. Piaget’s Stages of Cognitive Development • Concrete operational stage ( age 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.

  8. Kohlberg’sStages of Moral Reasoning • Preconventional level (ages 7 to 10)Children’s perceptions are based on punishment and obedience. • Conventional level (10 through adulthood)People are concerned with how they are perceived by peers and how one conforms to rules.

  9. Kohlberg’sStages 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.

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

  11. Cooley and the Looking-Glass Self Self-concept derived from a 3 step process: • We imagine how our personality and appearance will look to other people. • We imagine how other people judge the appearance and personality that we think we present. • We develop a self-concept.

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

  13. 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.

  14. 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.

  15. Agents of Socialization • Family • Peer Group • School • Mass Media

  16. Schools: Functionalist Perspective Schools are responsible for: • Teaching students to be productive members of society. • Transmitting culture. • Social control and personal development. • Selection, training, and placement of individuals on different rungs in society.

  17. Schools: Conflict Perspective • Experiences in the school system depend on social class, racial–ethnic background, neighborhood, gender, and other factors. • Children learn to be neat, punctual, quiet, wait their turn, and remain attentive to their work. • Schools do not socialize children for their own well-being but for later roles in the work force.

  18. 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 to be accepted. • Provide the opportunity to live through other people’s experiences.

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