Theories of Socialization

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CHAPTER 5:
Self, Others, and the Community:
Social Skills

Social Studies for the Preschool/Primary Child

Ninth Edition

Carol Seefeldt

Sharon D. Castle

Renee C. Falconer

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Focus Questions

How does the development and identity of the individual intersect with group and institutions in society?

What are the main characteristics of a child’s social development at ages 3-4 years, 5 years and 6-7 years?

How do developmental theories explain the development of social skills?

What factors affect social development?

Why is children’s sense of self (their self-concept) important to the development of social skills?

How do children make and keep friends?

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Theories of Socialization

Behavioral Theories

Social behaviors are learned through a series of stimuli and responses.
Behaviors can be rewarded
Behaviors can be extinguished

(Skinner,1974)

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Theories of Socialization

Erickson’s Theory (Erik Erickson 1963)

Stages in early childhood:
Basic trust vs. basic mistrust
Autonomy vs. shame and doubt
Initiative vs. guilt
Industry vs. inferiority

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Theories of Socialization

Social-Cognitive Theories

Children are seen as whole beings.
What happens in one area of growth or development affects other areas.

(Bronson, 2000)

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Theories of Socialization

Cognitive-Developmental Theories:

focus on intellectual processes and how children have an active role in their own development.
Jean Piaget (1896-1980) is the first of these theorists.
moral reasoning is the main focus for the cognitive-developmental theory of Lawrence Kohlberg (1927-1987).

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Theories of Socialization

Vygotsky’s Sociocultural Theory.

Lev Vygotsky (1896-1934) was a Russian scholar whose premise is that children’s development is shaped by their everyday experiences and the culture in which they live.

Developmental Systems Theories

These theories demonstrate how a child’s development is governed by numerous elements; both nature and nurture. Urie Bronfenbrenner (1917-2005) developed his bioecological model of human development to demonstrate this theory

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Factors Affecting Social Development

Family

Attachment theory

Culture

Characteristics of community

School

Standards for behavior (focus on self-concept, pro-social skills, making and keeping friends)

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Definitions

Self-Concept: Children’s feelings about themselves. Self-identity is an awareness of self and group membership.

Self-Esteem: Children’s positive regard and feelings about themselves.

Self-Efficacy: Belief in being capable, setting goals and belief in achieving them.

Self-Identity: Has a social connotation; it includes awareness of self and of group membership.

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Assessing Self-Concept,
Self-Esteem, and Self-Efficacy

Anecdotal Records

Observation

Interview

Self-reports

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Relating to Others

Social/Emotional learning through play:

Develops children’s social skills (Collaborative for Academic, Social, and Emotional Learning, 2007)

Social and emotional skills are essential for school success (CASEL, 2007)

Through conflict resolution, child learns self-control, give and take needed in later life (Vygotsky, 1933,1978)

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Fostering Sharing Behaviors

Ability to share depends on: role-taking skills, reading others’ emotions, maturity

Security (feel they have enough for themselves)

Modeling (teacher warm, responsive)

Physical Environment (adequate number of materials)

Direct Teaching (coaching, role-play)

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Understanding the feelings of others

Level 0 (about age 3 to 7).Children are aware that other people think differently but either insist “I can’t read his mind” or blithely assume that people in the same situation have the same point of view. (Harris, 1989).

Level 1 (about age 6 to 8).Children realize that two people may see the same situation differently. (Lillard & Currenton, 2003).

Level 2 (about age 7 to 12).Now children realize that another person can think about what they are thinking and tune in on their thought processes.

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Understanding the feelings of others

Level 3 (about age 10 to 15).The child can now think about two different viewpoints simultaneously and sees how one influences the other. Children can step back from a two-person relationship and watch how they and another person interact from the viewpoint of a third party.

Level 4 (age 12 to 15).Children can now understand the role of society and the usefulness of social conventions.

The ability to share does depend on the development of role taking, but it also involves being able to read other people’s emotions. Children have to learn the difference between joy and sadness, anger and happiness, and pain and pleasure in others.

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Factors Influencing Cooperation

Reinforcement of cooperative behaviors

Group size

Large groups, teachers are less free to foster the warm, accepting relationships necessary for cooperation and sharing (Beaty, 1999)

Competition

Competition has been related to negative social behaviors (Finlinson, Austin, Pfister, 2000)

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Making and Having Friends

Children with friends are:

Accepted by their peers (Bost, Vaughn, Washington, Ceilinski, & Bradbard, 1999)

Adjust more easily to school (Ladd, 1990, Ladd, Kochenderfer, & Coleman, 1997)

Have fewer adjustment difficulties when teenagers (Parker & Asher, 1987)

Better adjusted emotionally and have fewer mental health problems (Parker & Asher, 1987)

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Conflicts and Resolution

Children’s conflicts have several sources:

Conflicts within themselves.
Conflicts with others in the class.
Conflicts outside their personal worlds.

Two effective ways to handle conflicts:

Validate children’s feelings and help them discover ways to express their feelings through nonaggression and without hurting themselves or others
The second is to find ways to keep aggressive feelings from multiplying.

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Making and Having Friends

Research suggests that children with disabilities are less accepted by peers

Teachers play a role in helping all children make and be friends by:

Environmental set-up
Recognizing and reinforcing social interactions
Teaching peers to persist in interactions