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Socialization In Childhood

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Socialization is considered a process that starts from birth (MCI, 2013a) and is without a doubt an important part of the child’s development. Social development has been found to be closely connected to the child’s emotional development (MCI, 2013a). During infancy the child forms relationships with others that provide him/her with the trust needed to become independent. This in turns provides the child with the self-esteem required to start exploring his/her environment. Clearly the child’s environment consists of people and this is where social interaction begins. …show more content…

During her play I notice Demetra use many words as well as gestures to express herself both to Michelle as well as myself hence indicating a form of communicational play (Macleod-Brudenell & Kay, 2008). During event # 3 it can be suggested that Michelle is giving Demetra instructions in regards to the dinosaur’s food and Demetra is seen cooperating with Michelle perhaps in an attempt to please her. Both cooperative play (Child Development Institute, undated a) as well as the need to please and be like her friend (American Academy of Paediatrics 2013) are considered normal developmental milestones for a child of Demetras age.

During events #6 and 8 I observed Demetra leaving her work and walking off without tidying away. In both cases Demetra seems to be upset with Michelle. This also seemed to be the case in a later event (event # 16). Unlike the above cases in event # 14 when Demetra is not upset with Michelle she is seen clearing her plate from the snack table. This suggests that Demetra is sometimes affected by her emotions that interfere with moral …show more content…

Based on the norms of social development Demetra proves to be developing well. Even though is can be seen that during most of the observation Demetra showed a preference of playing with Michelle she was very aware of the other children around her. Hence, Demetra’s confidence leads me to believe that she experienced a positive early relationship (Barnes, 1995) with her primary carer provided her with the emotional stability needed to socialise with others (Barnes, 1995). Furthermore we shall examine her behaviour against developmental theories.

Piaget (in Macleod-Brudenell & Kay, 2008) defined four stages of cognitive development. As mentioned above the second stage is the ‘Pre-operational stage’ (Piaget in Macleod-Brudenell & Kay, 2008) which lasts from approximately 2 to 7 years. At this age, children are able to use symbols and pretend play, as for example when Demetra used the bread for a glass to toast. According to Piaget the pre-operational stage has two subdivisions; the Pre-conceptual stage from 2 to 4 years and the Intuitive stage from 4 to 7 years (Piaget in Macleod-Brudenell & Kay,

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The most influential agent of socialization I the family. In this chapter this is shown, generally the kids in “street” families had the tendency to act similar to their parents. “The kind of home he comes from influences but does not determine the way he will ultimately turnout,” (105). The kids would be quick to hit someone else if they did not get their way, they would yell and argue in very unorderly fashions, just like they had seen their parents do or other adults they had been surrounded by. Aside from family peers are also a strong agent of socialization, especially in a system like this in which children are raised through accomplishment of natural growth, in which they are surrounded by other children in all their free time and often times children not in their age group.

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In time their language and vocabularies will form rapidly. Children often get their gramma in speech mixed up at times, for example when using a verb word such as kicked they are likely to say “kickeded the ball―. When it comes to social, emotional, moral and behavioural challenges babies start to be aware of their identities in regards to what and who they like and dislike. They build an intense and emotional bond with their parents or main carer, which then lengthens out of the family circle, this could include nursery staff or childminders. When a child engages with others outside of the family circle, it promotes the building of trust, which enables the child asking for help from a certain person and forms other social bonds with others, who deliver care to the child.

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There are many processes of socialization. Some being learning how to think, feel, be normal, moral, and even how to be feminine or masculine. Learning how to think begins at birth and as they grow through adolescence they develop advanced mental capabilities. Children learn how to feel largely through their parents, beginning with identification of

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Social development is the way in which a child or young person learns to fit in to the world that they live in. Developing emotional resiliance, self reliance, principles, morals and learning to maintain friendships and relationships with others. In the first six months of life, babies will communicate through crying to express their needs, such as hunger, tiredness, warmth or emotional comfort. They will smile and form a close bond with their main caregivers.

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The second stage happens from ages one to three. This stage is autonomy vs shame and doubt stage. The developmental challenge in this stage is that if a child is shamed or forced to do something to much, the child would lose the sense of autonomy and would not use their newly developed mental and motor skills making the child unable to decide for themselves. After the second stage comes the third stage of initiative vs guilt which occurs from the ages of three to six. In these three years, a child can develop initiative through make believe play, but if a parent demands to much self-control the child can develop the sense of guilt.

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Peer relationships in early childhood are essential for psychosocial adaptation present and future. Lived in group activities or in-person friendships, they play an important role in the development of children, helping them to master new social skills and become familiar with the social norms and processes involved in interpersonal relationships (Luby, Barch, Belden, Gaffrey, Tillman, Babb and Botteron, 2012). This topic is of particular interest as more and more children are exposed to other peers even before entering the school by attending the day care and because most children interact with siblings of similar ages in the family context. In the view of Brownell and Carriger (2013), even four years or later, most children are able to have

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Supporting a child’s healthy social and emotional growth takes commitment from all primary caregivers involved in the child’s life: mothers, fathers, grandparents, child care providers and other key adults. Young children observe caregivers’ relationships, and this shapes their expectations for how people treat each other. Young children attain social emotional competence when adults have positive interactions with infants and toddlers in their care. Repeated interactions lead to predictable relationships, because the infant or young child begins to know how the caregiver will respond to him or her. This pattern of responses creates the emotional connection the child has to the caregiver.

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In order for an individual to be properly integrated into society, they must be socialised. “The process of social interaction that teaches the child the intellectual, physical and social skills needed to function as a member of society is called socialisation” (Tischler, 2010: 75). Socialisation enables a child to learn the norms and values of society in which they are born into As a result of this, the child develops their own personality, behaviour patterns and ways of thinking. In this essay I will critically discuss the concept of socialisation, providing valid sociological arguments for and against various theories such as the “Nature vs Nurture” debate, G. H. Mead's theory of social behaviourism and why socialisation is an important

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Theory of mind represents a persons ability to ‘walk around in someones elses shoes’, or recognise that other people feel and think differently from that person. It affects their ability to understand and empathise with others’ mental states, and to realise that everyone has their own intentions , emotions, likes and dislikes, and beliefs. Sometimes theory of mind is called ‘mindreading’ and in response to that name , researcher , Simon Baron-Cohen called the state of not being able to do this , ‘mindblindness’. Children who have no or limited theory of mind are unable to read peoples minds.

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“Human social environments encompass the immediate physical surroundings, social relationships, and cultural milieus within which defined groups of people function and interact (Casper & Barnett, 2001, para. 3). The impact of the social environment in the home on early childhood development Vygotsky’s sociocultural theory encompasses the view that values, beliefs, skills and traditions are transmitted from one generation to the next. He, unlike behaviorist theorists, emphasized that family, social interaction, and play are primary influences in a child’s life (Gordon & Browne, 2013). The social environment at home has a profound impact on how children develop.

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As humans go through the various stages of life, infancy to late adulthood, social interactions shape their understanding of the world around them. Human socialization begins at birth. During the first weeks of life, Interactions with parents and siblings teach infants basic human emotions such as happiness, anger, fear, surprise, and joy. Early interactions with family members and caregivers provide children a foundation to build on as they grow. Interactions during the first years teach skills such as self-feeding, communication, and friendship.

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and it begins with the sensorimotor stage, a child from birth to the age of 2 years old learns and thinks by doing and figuring out how something works. The second stage is the preoperational stage and in this stage children from ages 2 through 7 years are developing their language and they do pretend play (Berk, 2005, p.20). Concrete operational is the third stage and children ages 7 to 11 years old lack abstract but have more logic than they did when they were younger. The last stage is formal

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