Socialisation is the process of learning the accepted culture of the society in which we live in. There are two stages of socialisation -- primary and secondary. Primary socialisation takes place in the early years of a person’s life, where we mainly learn from the family -- our parents, siblings and further external family. These people have great influence upon the child, and are able to teach them and socialise them into social norms and values. Secondary socialisation then is the socialisation we receive in later life from a range of different socialising agencies, such as peer groups, education, mass media and the work place.
FMSC 332: Children in Families Section 0301 s: h to adolescence. You will learn about the basic principles of child development and explore how the social world in which children and adolescents interact (e.g., parents, family, school, community, government, media, and cultural) influence learning, growth, and development. You will learn to apply these course concepts to practical and contemporary issues affecting children and families today. Course Learning Objectives: Upon completing this course, the student will be able to: 1. Identify context and theoretical frameworks to understand the developing child.
In order for this age of children to develop and thrive properly they need their parents to supply them with nutrition, and a stable home. They need their parents to provide assistance and guidance with homework and parental supervision. Children in middle childhood are self-critical and socially aware (Berger, 2010). Therefore, these children need repeated reassurance to promote the child’s self-esteem. Middle Childhood children depend on their parents to accommodate time for them to form friendships with their peers for these children to obtain social adequacy.
Critically discuss the function of social partners (e.g., parents, friends, peers) in children’s social and cognitive development. The relationship between children’s social and cognitive development and the social context has been a subject of observation and exploration for decades (e. g. Piaget, 1959; Vygotsky, 1978). A review and evaluation of central theories and their relevance to contemporary developmental psychology will be delineated. Focus is given to Piaget’s view on cognition development as an intrapersonal process. Furthermore, Vygotsky’s socioeconomic model is discussed, with emphasis on the role of language and the cognitive influence of parent-child tutoring interactions and more specifically scaffolding tutoring.
Bandura believed that humans are able to learn through modeling. Modeling is an observational behavior and it is not purely imitation (Berger, 2011). Modeling allows children especially, to acquire new responses through observing others' behavior. A social model can be a parent, sibling, friend, or teacher, but particularly in childhood a model is someone of authority or higher status. The interaction of nature and nurture is clearly described in social learning theories.
Vygotsky focused on Cognitive Development and “according to Vygotsky, humans use tools that develop from a culture, such as speech and writing, to mediate their social environments. Initially children develop these tools to serve solely as social functions, ways to communicate needs. Vygotsky believed that the internalization of these tools led to higher thinking skills” (Learning Theories Knowledgebase). Vygotsky's theories of Sociocultural and Zone of Proximal Development are dominantly demonstrated in the classroom as well as seen in everyday situations. By using scaffolding, people are able to build upon skills that they already posses with a little help from people around them.
They teach children what is permissible or not permissible” (61). Many parents want their children to believe their right and wrong. During the story Coles uses different points of view. He talks about a nine-year-old girl, and a general view from her parent's eye. She is told that people who work hard live good lives, and the lazy ones just want a piece of the good life.
First, we would like present the accepted definition of sociology, and then relate it to our lives. Sociology, according to Henslin, is the scientific study of society and human behavior. With this definition of sociology, we can now relate it to our own lives. Many people, including ourselves have been brought up and raised with a certain set of values. This upbringing is called our culture.
Attachment Theory is an explanation of personality development in the context of close relationships and can explain people’s patterns of relationships through life. John Bowlby (Howe, 1998) is the major influencing name who explained the importance of attachment and humans as social beings. Bowlby (1969) work was largely developed by Mary Ainsworth and her colleagues (1978, cited from Smith, Cowie and Blades, 2003 ) whose work was named ‘The Strange Situation’. The strange situation consisted of a practical demonstration where the behaviour of a child was observed in the presence and absence of their primary caregiver (usually the mother) and also in the presence and absence of a stranger. Depending on the behaviour illustrated by the child, a ‘type’ of attachment was given from the following; Secure, Avoidant, Ambivalent or disorganised.
The Social Work Interview The social and development background of all the family members and the evaluation of the home environment are generally done by obtaining a social history. Information about the family such as who lives in the home, extended family relationships, parent's culture, educational background, employment, health, and mental health provides a background for the remainder of the interview. Examples of questions that may be asked during the social work interview include the following: What parents/care providers hope to gain from this evaluation? What concerns do they have of their child's development or behavior? What is their understanding of their child's developmental, behavioral and functional status?