The document discusses how communities provide opportunities for children's socialization through various resources and facilities. It describes how rural, suburban and urban neighborhoods each offer different socialization experiences for developing skills like independence, social roles and problem solving. Community resources like after school programs, public libraries and museums, outdoor activities and healthcare facilities further support children's social, emotional and cognitive growth. They allow kids to learn skills, build confidence and interact with others in ways that strengthen relationships and empower achievement. Overall, being part of a community network provides social and learning experiences that are important for healthy development.
The document outlines an early learning framework with a vision of supporting children's well-being, learning, and development from ages 0-5. It discusses key principles like the important role of families, the value of play, and respecting children's cultural identities. The framework also describes areas of early learning, including well-being, exploration and creativity, language and literacy, and social responsibility.
The document summarizes the film Bully and the social action campaign The Bully Project. The campaign aims to move viewers from shock about bullying to action by screening the film for 1 million students. It works with school districts and partners like Facing History and DonorsChoose.org to provide discounted screenings and educational materials. The goal is to foster empathy and change school culture by engaging young people and educators in discussions about bullying. Initial feedback shows the film and discussions are already changing behaviors and awareness at some schools.
This document discusses the impact of collaboration between home, school, and community on student achievement. It outlines that active parent participation is a significant factor in student development. Home-school collaboration can result in higher academic achievement, improved behaviors, and increased graduation rates and college attendance. Effective collaboration between home, school, and community is important to create a holistic learning environment for students. Schools need community support through volunteers and funding to help meet students' social, economic, and family needs in addition to academic needs. Collaboration requires flexibility, compromise, trust, respect, and sharing. Barriers to collaboration include professional differences, pragmatic issues like scheduling, and conceptual or attitudinal differences developed over time.
An overview of recent research into home-school relationships given at Futurelab's research insights day, April 29th 2010 in London.
Lyndsay Grant, Futurelab
The document discusses the relationship between schools and their surrounding communities. It describes how schools and communities rely on each other and can work together effectively. The school provides education for students and participates in community projects. The community supports the school through involvement of parents and local officials, who help fund schools and participate in school activities. Strong collaboration between schools and communities allows both to thrive and helps develop important values in students.
Social development refers to how people develop social and emotional skills throughout their lives, especially during childhood and adolescence. It allows people to form positive relationships. Social development is influenced both by nature, such as biological instincts, and nurture from the environment one is raised in. Studies have shown that lack of socialization can negatively impact children's language, social, and emotional development.
Grandparent-Grandchild Connection School Program ResearchDShoss
Grandparents have a transformative effect on their families when they unleash their creativity, teach their skills and give voice to their passions. Research documents the benefits for all when generations when Grandparents and Grandchildren connect. Schools also benefit by deepening relationships with strong advocates within the school community.
The document outlines an early learning framework with a vision of supporting children's well-being, learning, and development from ages 0-5. It discusses key principles like the important role of families, the value of play, and respecting children's cultural identities. The framework also describes areas of early learning, including well-being, exploration and creativity, language and literacy, and social responsibility.
The document summarizes the film Bully and the social action campaign The Bully Project. The campaign aims to move viewers from shock about bullying to action by screening the film for 1 million students. It works with school districts and partners like Facing History and DonorsChoose.org to provide discounted screenings and educational materials. The goal is to foster empathy and change school culture by engaging young people and educators in discussions about bullying. Initial feedback shows the film and discussions are already changing behaviors and awareness at some schools.
This document discusses the impact of collaboration between home, school, and community on student achievement. It outlines that active parent participation is a significant factor in student development. Home-school collaboration can result in higher academic achievement, improved behaviors, and increased graduation rates and college attendance. Effective collaboration between home, school, and community is important to create a holistic learning environment for students. Schools need community support through volunteers and funding to help meet students' social, economic, and family needs in addition to academic needs. Collaboration requires flexibility, compromise, trust, respect, and sharing. Barriers to collaboration include professional differences, pragmatic issues like scheduling, and conceptual or attitudinal differences developed over time.
An overview of recent research into home-school relationships given at Futurelab's research insights day, April 29th 2010 in London.
Lyndsay Grant, Futurelab
The document discusses the relationship between schools and their surrounding communities. It describes how schools and communities rely on each other and can work together effectively. The school provides education for students and participates in community projects. The community supports the school through involvement of parents and local officials, who help fund schools and participate in school activities. Strong collaboration between schools and communities allows both to thrive and helps develop important values in students.
Social development refers to how people develop social and emotional skills throughout their lives, especially during childhood and adolescence. It allows people to form positive relationships. Social development is influenced both by nature, such as biological instincts, and nurture from the environment one is raised in. Studies have shown that lack of socialization can negatively impact children's language, social, and emotional development.
Grandparent-Grandchild Connection School Program ResearchDShoss
Grandparents have a transformative effect on their families when they unleash their creativity, teach their skills and give voice to their passions. Research documents the benefits for all when generations when Grandparents and Grandchildren connect. Schools also benefit by deepening relationships with strong advocates within the school community.
Cognitive development of intermediate schoolersBSEPhySci14
This document discusses cognitive development in children during the concrete operational stage according to Jean Piaget. During this stage, children's thinking abilities become more logical and organized. They can apply lessons and think systematically about direct experiences and manipulate objects. Their attention spans increase and they develop better reading, problem-solving, and creativity skills. The document also discusses the impact of media like television on children's aggression and behavior. It emphasizes the importance of guidance from teachers, parents and role models during this stage of development.
The document summarizes the mission and programs of SOS Children's Villages, an organization dedicated to caring for orphaned and abandoned children. Their mission is to build families for children in need, help children shape their futures, and support community development. They operate emergency relief programs for children impacted by natural disasters, food crises, and armed conflicts. They run villages and family-based care programs in over 130 countries, currently supporting over 80,000 children. Their goal is to improve situations for vulnerable children through direct support, family and community strengthening, and advocacy efforts.
Culture is the totality of learned behaviors, values, and beliefs shared by a society. Socialization is the lifelong process by which people learn their culture and develop human potential. It occurs through various agents such as family, school, peers, media, and other social institutions. These agents play different roles in teaching cultural norms, values, and behaviors during childhood and throughout life. Socialization connects individuals to society and from one generation to the next.
The document discusses the importance of partnership between parents, teachers, and the community in educating children. It states that parents are the primary teachers of values and habits, while teachers enrich these lessons in school. The community also plays a role through participation in school activities. Challenges children face like academic or behavioral issues are best solved through respectful communication between parents and teachers. When the school and community collaborate through organizations and civic activities, it fosters a spirit of cooperation and shared responsibility for community well-being.
We have a responsibility to carry out the promise of Early Head Start which includes preparing all children for later success in school and in life. It all starts here in the infant and toddler program. Come learn about real-life strategies you can put into action to enhance school readiness for infants and toddlers in your care and how to educate families about their role in the process.
Infants develop rapidly in their first year and a half of life both physically and cognitively. During infancy, caregivers play a crucial role in meeting infants' physical, emotional, social, and cognitive needs through responsive caregiving. Caregivers support healthy development by engaging in regular interactions with infants, including holding, cuddling, talking, and responding to cues. These early relationships and experiences lay the foundation for infants' future growth. As infants progress from newborns to older infants, they gain increasing control over their movements and interactions with people and objects in their environment. Overall, providing infants with a safe, nurturing environment allows them to learn and develop to their fullest potential.
The document discusses the importance of collaboration between schools and their surrounding communities. It outlines how teachers, parents, and community members can work together to support students' development and address any difficulties. Additionally, it proposes that schools and communities form organized associations to jointly conduct activities that promote public safety, beautification, and the teaching of positive values.
The document provides information about understanding child development and their needs. It discusses Plan International's identity as a child-centered NGO and their impact programs that focus on economic security, health, education, water and sanitation, and protection. It also outlines the methodology and duration of a training module on understanding children, their development domains of physical, cognitive, language, social and emotional. Key principles of child development are presented, including that development is holistic, multi-determined, and children are active participants. The training emphasizes understanding children in their context and building relationships through communication and comprehension.
This document discusses strategies for making diversity and inclusion a priority in the classroom. It notes that many teachers from suburban communities are not properly prepared to teach students of color in urban schools. The document outlines some of the challenges faced by students in underfunded inner city schools, such as lack of resources and inequality of educational opportunities. It stresses that teachers must be willing to confront their own prejudices and assumptions in order to provide all students with a quality education. The document provides examples of strategies to involve parents and make them feel welcome at school. It also discusses culturally relevant teaching approaches and the importance of viewing each student as an individual rather than through stereotypes.
This document discusses socialization and gender socialization. It covers several key topics:
1. Socialization is the lifelong process of learning social norms and expectations through agents like family, school, peers and media. It shapes personality and how people interact.
2. Gender socialization teaches children gender roles and stereotypes from a young age through these same agents. Boys and girls are socialized differently to conform to societal expectations.
3. In Nepali society, family is the primary socialization agent teaching beliefs, behaviors, culture and respect for elders. Schools also emphasize academics and obedience. Society teaches traditions, festivals and gender roles like fathers providing and mothers nurturing.
This document defines socialization as the process by which people learn the behaviors, values, and norms of their society. It discusses several key aspects of socialization:
1) Socialization is a unique human process enabled by language. It allows internalization of societal values and self-regulation of behavior.
2) Socialization is a reciprocal and dynamic process between individuals and their environment. A child's genes, temperament, and maturation influence how they respond to and shape their environment.
3) Socialization can be intentional, as when parents consciously teach values, or unintentional, through observation of others without a specific lesson goal. Both shapes a child's acquisition of cultural knowledge and behaviors.
Enculturation is the process by which culture is transmitted from one generation to the next through various social institutions like family, school, church, and media. It enables individuals to adapt to the prevailing cultural patterns of their society by acquiring knowledge, skills, attitudes, and values. Key agents of enculturation include family from an early age, as well as schools which transmit cultural heritage through subjects like history and religion. Individuals learn appropriate behaviors by observing members of their own culture.
- Parents have a right to choose the type of education for their children, whether religious or secular. However, the wider community also has an interest in children's education to ensure future citizens are prepared.
- There is a difference between socialization, which transmits existing societal beliefs, and education, which develops critical thinking and independence.
- Parents intend to care for their children by providing for their needs, being present, and guiding them, though there are limits to controlling children's lives and choices. Different views on child-rearing should be accepted in a pluralistic society.
"The development tasks of the infant; Motor development; Perceptual development; Language development; Social development; the concept 'attachment': phases of attachment, types of attachment, factors influencing attachment (The mother’s personality, Her general attitude towards children, The quality of the marital relationship, The attitude of her husband towards the child and Her socio-economic situation); the role of the father; The role of care-givers and siblings; Stranger anxiety during infancy; Separation anxiety during infancy; Socialization process during infancy and Parental influence .
“Any time anywhere learning” is an integrated learning approach. It ensures learning can happen at maximum level beyond the barriers, boundaries, and excuses of educators........................................................................
Life is too much complex- integrate life skills to make life simple, sober , and well organized to live and lead a happy life……………….where a child can think his own, can walk on his own foot, can talk what he feels, save a child to be a machine, to be a robot and to be a lifeless human being-----------------as an educator plays role of a gardener in a child’s life, who helps plant and flower to spread beauty and fragrance in the society, play the role of a potter to give a beautiful shape---------being human , shape a child to become human, where he shows respect to father, mother , brother, uncle, family , society and the nation. Do not produce a conflict personality , develop an integrated human being for the world, who is skilled enough to
face the challenges of universe and integrate himself, relate himself to the surroundings, then he will be able to live a life to be a human with values. Whole world is a learning platform, and in fact, learning can happen/ occur at anytime anywhere. A child comes in this universe with full potentiality, inbuilt power, nurture the potentiality, the inborn power , manufactured and empowered by GOD, as an educator be the integral part of a child’s life to be bloomed as integrated human being.
Angela Hough-Maxwell, one of the speakers at the 2014 Psychology Festival of Learning, talks about the challenges of parenting today & how to overcome them.
Socialization practices & influencing factors & impact ofSaavy McCallister
This document discusses socialization and the impact of social-emotional deprivation at different developmental stages. It defines socialization and the key agents and processes involved, including primary and secondary socialization. It examines research on social isolation using examples like Harry Harlow's monkey experiments. Critical periods of development are outlined, and cases of feral children like Genie who experienced severe deprivation are described. The document outlines developmental issues associated with deprivation, like impaired language and social skills. It discusses emotional deprivation and strategies for overcoming deprivation. Finally, it notes trends in research on topics like the parent-infant relationship and pathways from childhood deprivation to adult social exclusion.
Functions of socialization, types of socialization and institutes of socialization. Family, Peer group, School, The work place, Religion and Mass media.
The document describes a toddler co-op that aims to provide an open-ended learning environment through discovery, play, and guided exploration. The co-op's goals are to support each child's individual learning and development in various areas like science, art, and social skills. Mothers will be actively involved by observing their children, teaching lessons, and sharing their knowledge with other mothers. The co-op also outlines guidelines for monthly meetings, including themes, lessons, snacks, and attendance expectations.
Cognitive development of intermediate schoolersBSEPhySci14
This document discusses cognitive development in children during the concrete operational stage according to Jean Piaget. During this stage, children's thinking abilities become more logical and organized. They can apply lessons and think systematically about direct experiences and manipulate objects. Their attention spans increase and they develop better reading, problem-solving, and creativity skills. The document also discusses the impact of media like television on children's aggression and behavior. It emphasizes the importance of guidance from teachers, parents and role models during this stage of development.
The document summarizes the mission and programs of SOS Children's Villages, an organization dedicated to caring for orphaned and abandoned children. Their mission is to build families for children in need, help children shape their futures, and support community development. They operate emergency relief programs for children impacted by natural disasters, food crises, and armed conflicts. They run villages and family-based care programs in over 130 countries, currently supporting over 80,000 children. Their goal is to improve situations for vulnerable children through direct support, family and community strengthening, and advocacy efforts.
Culture is the totality of learned behaviors, values, and beliefs shared by a society. Socialization is the lifelong process by which people learn their culture and develop human potential. It occurs through various agents such as family, school, peers, media, and other social institutions. These agents play different roles in teaching cultural norms, values, and behaviors during childhood and throughout life. Socialization connects individuals to society and from one generation to the next.
The document discusses the importance of partnership between parents, teachers, and the community in educating children. It states that parents are the primary teachers of values and habits, while teachers enrich these lessons in school. The community also plays a role through participation in school activities. Challenges children face like academic or behavioral issues are best solved through respectful communication between parents and teachers. When the school and community collaborate through organizations and civic activities, it fosters a spirit of cooperation and shared responsibility for community well-being.
We have a responsibility to carry out the promise of Early Head Start which includes preparing all children for later success in school and in life. It all starts here in the infant and toddler program. Come learn about real-life strategies you can put into action to enhance school readiness for infants and toddlers in your care and how to educate families about their role in the process.
Infants develop rapidly in their first year and a half of life both physically and cognitively. During infancy, caregivers play a crucial role in meeting infants' physical, emotional, social, and cognitive needs through responsive caregiving. Caregivers support healthy development by engaging in regular interactions with infants, including holding, cuddling, talking, and responding to cues. These early relationships and experiences lay the foundation for infants' future growth. As infants progress from newborns to older infants, they gain increasing control over their movements and interactions with people and objects in their environment. Overall, providing infants with a safe, nurturing environment allows them to learn and develop to their fullest potential.
The document discusses the importance of collaboration between schools and their surrounding communities. It outlines how teachers, parents, and community members can work together to support students' development and address any difficulties. Additionally, it proposes that schools and communities form organized associations to jointly conduct activities that promote public safety, beautification, and the teaching of positive values.
The document provides information about understanding child development and their needs. It discusses Plan International's identity as a child-centered NGO and their impact programs that focus on economic security, health, education, water and sanitation, and protection. It also outlines the methodology and duration of a training module on understanding children, their development domains of physical, cognitive, language, social and emotional. Key principles of child development are presented, including that development is holistic, multi-determined, and children are active participants. The training emphasizes understanding children in their context and building relationships through communication and comprehension.
This document discusses strategies for making diversity and inclusion a priority in the classroom. It notes that many teachers from suburban communities are not properly prepared to teach students of color in urban schools. The document outlines some of the challenges faced by students in underfunded inner city schools, such as lack of resources and inequality of educational opportunities. It stresses that teachers must be willing to confront their own prejudices and assumptions in order to provide all students with a quality education. The document provides examples of strategies to involve parents and make them feel welcome at school. It also discusses culturally relevant teaching approaches and the importance of viewing each student as an individual rather than through stereotypes.
This document discusses socialization and gender socialization. It covers several key topics:
1. Socialization is the lifelong process of learning social norms and expectations through agents like family, school, peers and media. It shapes personality and how people interact.
2. Gender socialization teaches children gender roles and stereotypes from a young age through these same agents. Boys and girls are socialized differently to conform to societal expectations.
3. In Nepali society, family is the primary socialization agent teaching beliefs, behaviors, culture and respect for elders. Schools also emphasize academics and obedience. Society teaches traditions, festivals and gender roles like fathers providing and mothers nurturing.
This document defines socialization as the process by which people learn the behaviors, values, and norms of their society. It discusses several key aspects of socialization:
1) Socialization is a unique human process enabled by language. It allows internalization of societal values and self-regulation of behavior.
2) Socialization is a reciprocal and dynamic process between individuals and their environment. A child's genes, temperament, and maturation influence how they respond to and shape their environment.
3) Socialization can be intentional, as when parents consciously teach values, or unintentional, through observation of others without a specific lesson goal. Both shapes a child's acquisition of cultural knowledge and behaviors.
Enculturation is the process by which culture is transmitted from one generation to the next through various social institutions like family, school, church, and media. It enables individuals to adapt to the prevailing cultural patterns of their society by acquiring knowledge, skills, attitudes, and values. Key agents of enculturation include family from an early age, as well as schools which transmit cultural heritage through subjects like history and religion. Individuals learn appropriate behaviors by observing members of their own culture.
- Parents have a right to choose the type of education for their children, whether religious or secular. However, the wider community also has an interest in children's education to ensure future citizens are prepared.
- There is a difference between socialization, which transmits existing societal beliefs, and education, which develops critical thinking and independence.
- Parents intend to care for their children by providing for their needs, being present, and guiding them, though there are limits to controlling children's lives and choices. Different views on child-rearing should be accepted in a pluralistic society.
"The development tasks of the infant; Motor development; Perceptual development; Language development; Social development; the concept 'attachment': phases of attachment, types of attachment, factors influencing attachment (The mother’s personality, Her general attitude towards children, The quality of the marital relationship, The attitude of her husband towards the child and Her socio-economic situation); the role of the father; The role of care-givers and siblings; Stranger anxiety during infancy; Separation anxiety during infancy; Socialization process during infancy and Parental influence .
“Any time anywhere learning” is an integrated learning approach. It ensures learning can happen at maximum level beyond the barriers, boundaries, and excuses of educators........................................................................
Life is too much complex- integrate life skills to make life simple, sober , and well organized to live and lead a happy life……………….where a child can think his own, can walk on his own foot, can talk what he feels, save a child to be a machine, to be a robot and to be a lifeless human being-----------------as an educator plays role of a gardener in a child’s life, who helps plant and flower to spread beauty and fragrance in the society, play the role of a potter to give a beautiful shape---------being human , shape a child to become human, where he shows respect to father, mother , brother, uncle, family , society and the nation. Do not produce a conflict personality , develop an integrated human being for the world, who is skilled enough to
face the challenges of universe and integrate himself, relate himself to the surroundings, then he will be able to live a life to be a human with values. Whole world is a learning platform, and in fact, learning can happen/ occur at anytime anywhere. A child comes in this universe with full potentiality, inbuilt power, nurture the potentiality, the inborn power , manufactured and empowered by GOD, as an educator be the integral part of a child’s life to be bloomed as integrated human being.
Angela Hough-Maxwell, one of the speakers at the 2014 Psychology Festival of Learning, talks about the challenges of parenting today & how to overcome them.
Socialization practices & influencing factors & impact ofSaavy McCallister
This document discusses socialization and the impact of social-emotional deprivation at different developmental stages. It defines socialization and the key agents and processes involved, including primary and secondary socialization. It examines research on social isolation using examples like Harry Harlow's monkey experiments. Critical periods of development are outlined, and cases of feral children like Genie who experienced severe deprivation are described. The document outlines developmental issues associated with deprivation, like impaired language and social skills. It discusses emotional deprivation and strategies for overcoming deprivation. Finally, it notes trends in research on topics like the parent-infant relationship and pathways from childhood deprivation to adult social exclusion.
Functions of socialization, types of socialization and institutes of socialization. Family, Peer group, School, The work place, Religion and Mass media.
The document describes a toddler co-op that aims to provide an open-ended learning environment through discovery, play, and guided exploration. The co-op's goals are to support each child's individual learning and development in various areas like science, art, and social skills. Mothers will be actively involved by observing their children, teaching lessons, and sharing their knowledge with other mothers. The co-op also outlines guidelines for monthly meetings, including themes, lessons, snacks, and attendance expectations.
ProSocial Behaviour - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Covey says most people look for quick fixes. They see a big success and want to know how he did it, believing (and hoping) they can do the same following a quick bullet list.
But real change, the author says, comes not from the outside in, but from the inside out. And the most fundamental way of changing yourself is through a paradigm shift.
That paradigm shift is a new way of looking at the world. The 7 Habits of Highly Effective People presents an approach to effectiveness based on character and principles.
The first three habits indeed deal with yourself because it all starts with you. The first three habits move you from dependence from the world to the independence of making your own world.
Habits 4, 5 and 6 are about people and relationships. The will move you from independence to interdependence. Such, cooperating to achieve more than you could have by yourself.
The last habit, habit number 7, focuses on continuous growth and improvement.
This presentation delves into the core principles of personality development as taught by Tim Han. Understand the importance of self-awareness, goal setting, and maintaining a positive attitude. Gain valuable tips on improving communication skills and developing emotional intelligence. Tim Han’s practical advice and holistic approach will help you embark on a transformative journey towards becoming your best self.
Aggression - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Stealth attraction for mens gets her with your wordsichettrisagar95
My article gives a set of techniques used by men to subtly and effectively attract women without overtly displaying their intentions. It involves using non-verbal cues, body language, and subtle psychological tactics to create intrigue and build attraction. The goal is to appear confident, mysterious, and charismatic while maintaining an air of mystery that piques the interest of the person you are trying to attract. This approach emphasizes subtlety and finesse in communication and interaction to create a powerful and lasting impression.
2. Definition
• Community is a coming together of people
based on shared interests for the purpose of
interacting with community members and
strengthening relationships. Communities
support and protect life, provide interesting
experience, enhance learning, and bind
people together. Communities form a network
of resources for families at home, at work, and
at play.
3. Rural
• The rural neighborhood consists of families and open space where
physical boundaries are not well defined. The wildness of nature
gently merges with the yards and play spaces of children. One
major benefit of the rural neighborhood is the opportunity for
unlimited outdoor play.
• Most children love being outdoors and as adults some of our
fondest memories are of playing outside with friends and
neighbors. What do we learn by living in this type of community –
the rural neighborhood?
• In Maslow’s Hierarchy of Needs, Level 1 is the broadest. Some of
the elements of Level 1 are
food, air, water, activity, exploration, and manipulation. The rural
neighborhood provides quantities of these elements in a clean and
safe environment.
4.
5. Purpose of Socialization
• Development of self-concept: A child growing • Empowering achievement: Living in a rural
up in a rural neighborhood lives separately from neighborhood exposes the child to the wonders of
the mainstream population. He or she spends nature and might inspire him or her to further study of
different elements such as air and
time alone or with family members and relates water, ecology, plants, or animals. Preserving open
to the natural world of the local flora and fauna. space could be a goal that the child develops.
The child can develop independence and self-
identity in this environment because he/she will • Learning social roles: Living in a rural neighborhood the
be problem-solving and making decisions while child socializes mostly with family and perhaps extended
playing outdoors. There are many opportunities family in the area. The child is often familiar with the
for the child to experience independence while local merchants which provides a sense of continuity in
exploring and investigating the rural the child’s life. Gender roles in a rural setting are not so
neighborhood. stereotypical. Women drive tractors and milk cows. Boys
and girls have similar chores such as raking leaves and
bringing in firewood.
• Learning self-control: The child must also learn
the boundaries of the play space. Self-control • Developmental skills: Psychomotor skills are enhanced
will keep him or her from straying too far or too in wide open spaces. For example the child has ample
close to a road. opportunity to learn how to ride a bike in the rural
neighborhood, and he or she will have the added
• Also, wide open spaces are good for taming challenge of riding on uneven ground. But the ground is
misbehaviors and strong emotions. also softer than asphalt or concrete if the child falls.
Emotions can be expressed by being in nature as well as
soothed. Cognitive skills are developed by constructing
things outdoors, solving problems and making decisions.
6. Methods of Socialization
• Affective: The child’s attachments would
be with the immediate family because • Cognitive: If a child is going to learn
most of their time is spent together. They
might also form a bond with the closest the skills of a rural life, he or she
neighbor for socialization purposes, or in will receive instruction from some
case the family has an emergency. of these models.
• Operant: By interacting with his or her • Sociocultural: In the rural
environment, the child learns about cause
and effect. For example, if the family has a neighborhood seasonal holidays
garden, the child learns that it has to be are often celebrated as a
weeded and watered in order for the community. Harvest festivals are
family to harvest food. popular.
• Observational: There will be different
models in the rural environment for the • Apprenticeship: As a child ages he
child to observe such as or she may find the opportunity to
farmers, loggers, firefighters, and people learn a craft or trade from an
who fish and hunt. experienced adult in the
community
7. Suburban
• The Suburban Community is a residential area with the
benefits of having the grocery and other businesses
fairly nearby with still plenty of space for children to
roam and play. It has all of the benefits of being near a
city and the workplace, as well as the benefit of being
in a more rural setting with less noise, pollution, and a
slower pace of life. The majority of families living in a
suburban community tend to be middle class.
• A community’s influence on children and families may
vary. In a close-knit community families may have
shared morals and values with a big support network
8.
9. Purpose of Socialization
• Development of self concept - Children in a • Learn appropriate social roles - In a suburban
suburban community generally come from middle community, many families live in close proximity, in
class parents who are typically known to push a relatively safe environment giving children an
independence for their children. Whether that be opportunity to explore and learn appropriate social
taking the bus to school or walking to a friends skills. By being able to have free range and exposure
house all alone. Children may also attend Child Care to a multitude of adults and children a child will
if both parents work and they’ll most definitely learn how to behave appropriately. Other children
attend school so then children must be able to tie as peers are very influential in teaching gender roles
their shoes, use the potty, etc. on their own at an and reinforce observations of adults. A close knit
earlier age. suburban community provides plenty of
opportunities to explore, test out, and learn
• Learn self control - In a suburban community appropriate social roles.
there is generally one parent taking care of the
children a majority of the time or they may be able • Learn developmental skills - Children need to learn
to attend child care, if both parents work, where to properly manage their emotions, learn how to
there is an adult to help guide unruly emotions and interact correctly with a variety of people, and they
behaviors. Being capable to tame emotions and need to be capable of many basic skills such as
behavior is a vital skill for children to conquer to reading and writing. Public school provides training
survive in society. Learning self control may also and guidance in all of these areas. A suburban
develop from being cautious or needing to be wary community provides all around decent schools and
of strangers and the dangers in a suburban higher parent support both of which promote
community such as cars. development and there are a lot of outside
resources nearby, still within the community, to
help strengthen these skills.
10. Methods of Socialization
• Affective – Due to the freedom children may • Cognitive methods – Children in a suburban community
experience in a suburban community with generally attend adequately funded public schools due
playing and interactions they will effectively be to higher property taxes and parent involvement. School
is a big socialization factor, where having developmental
able to form healthy relationships with peers. skills, self control, and knowing social roles are very
And being that a majority of people who live in important, and school can be a place where children
suburban communities are middle class the learn a majority of the skills needed to function within a
parents have more time to spend and bond with community effectively.
their children therefore allowing children to
learn how to form and keep safe and healthy • Soiocultural – In a suburban community holidays are
relationships. celebrated individually as a family, with everyone having
their own set of tradition and beliefs. Families teach
their beliefs through tradition. There is generally still a
• Operant – children have a good amount of room community share in celebration like at school or
to explore and experiment with their neighborhood parties where beliefs and cultural
environment, see the effect of their traditions are enforced.
behaviors, and since there is generally an adult
present whether at child care, a parent at • Apprenticeship – As a child growing up in a suburban
home, or school they can enforce or extinguish community they’ll have plenty of opportunities to learn
a new skill or craft from a mother, friend, neighbor, etc.
that behavior whether it be desirable or not. Many children learn how to cook from observing their
This teaches children boundaries and what parents, same with cleaning, sewing, and even
behavior may be appropriate at certain times. woodworking or how to change a tire. These are skills
that could lead to a possible future career, and children
in an urban community probably don’t have access to
• Observational methods – Many children will come of these types of skills.
probably have at least one working parent and
one at home parent. This could teach gender
roles, if a father heads off to work and a mother
remains home to care for the children.
11. Community Resources
• After School Activities
• Museums, Libraries, etc.
• Outdoor Sports and camps
• Health Community
12. After School Activities
• Clubs Helps Develop
• Sports • self-esteem
• Volunteer opportunities • self-awareness
• self-concept
• role models
• cultural diversity
• comfort zone
• Gives them a new
experience
• Sense of achievement
13. Public Facilities
• There is a community of public facilities – parks, libraries, museums, recreational
centers, etc. – that provides enriching experiences for local children and families.
Parks and community/recreational centers support physical and social skills. Libraries
and museums accommodate cognitive, emotional and social development. All of
these places are good environments for play, the use of imagination, and learning.
• These areas of the community – parks, libraries, museums, and recreational centers –
are generally where children and families experience happy times together. They
strengthen social and emotional bonds within the family, to other families, and make
the whole community a
better place to live.
14. Purpose of Socialization
• Learning appropriate social roles
• Development of self-concept • Ex: Going to the park is often a social event
• Example: Using psychomotor skills on a where children and families interact with
climbing wall in a park or recreational center people they have just met. This provides an
shows a child what he or she can do and opportunity to learn about cultural
strive for. Risk-taking is a boon for learning. mannerisms.
Developing self-awareness and confidence • Developmental skills
result in a positive self-concept. • Ex: Recreational or community centers offer
all kinds of classes; many are about physical
• Learning self-control fitness. Developmental skills are cognitive
• Ex: Being outdoors in a park is a good and emotional as well as physical. The
environment for children when they are community center may offer activities such
feeling strong emotions. Being in nature and as gymnastics, swimming, exercise, yoga, and
exercise have soothing effects on all people. meditation.
• Empowering achievement
• Ex: The tools of learning are provided for by
local libraries. Besides books and printed
material, libraries offer movies, music, and
computers with Internet. The library is an
ideal environment for tutoring sessions.
15. Methods of Socialization
• Affective • Cognitive
• Two places in the community where children • At the library children and families can
and families can get in touch with their pursue their own academic interests or
emotions are the natural and wild areas of receive tutoring from other community
parks, and art museums. Viewing art can members.
evoke feelings and build an appreciation for
beauty and talent. • Sociocultural
• Many communities are a mix of cultures, and
• Operant they might share their traditions and rituals
• In playgrounds and parks many operant by having a street fair or some event that is
methods are demonstrated. Children often open to the public. This enriches the lives of
socialize and interact with other children all the members of the community and
when they’re at the park. They also “learn by benefits everyone.
doing”, for example, on a play structure.
• Apprenticeship
• Observational • Children learn many things from their elders.
• At community/recreational centers there are Quite often mentors are people outside the
many extracurricular activities for children family. For example, a nature center might
and families. Offers include offer day camps during school vacations.
music, dance, health-related classes, and art. Children can learn about nature through
The teachers who lead these classes are “guided participation”.
good role models for children.
16. Healthcare
• Helps children to build up
their
– self-esteem
• Provides basic Healthcare – Self-awareness
services such as – Self-concept
. Check-ups – Role models
.dental visits – Trust
. Immunizations – Respect
– Development of cultural
.Etc. diversity
• Counseling – Development skills
– Achievements
• Many opportunities for the – New experience
development of social skills – Comfort Zone
and socialization
17. Outdoor sports & camps
• There is a community of outdoor sports
and camps for kids that families can
participate in. Sharing recreation outdoors
with other families can enhance the
experience for everyone. There are golf
courses and tennis courts at local parks.
Families may share similar interests in
biking and hiking.
Fishing, boating, swimming and surfing
are also popular. Camps for children are
offered during the summer and other
school vacations. Achievement in sports
and physical fitness serve all the purposes
of socialization.
• There are many communities within the
physical community in which a family
lives. Children and families interact with
each other forming a network of support
and learning opportunities. Most
importantly, belonging to a community
provides the social/emotional
relationships that people need to succeed
in the process of socialization.
18. Outdoor Sports and Camps Cont.
• For example, at a local swimming pool, you would see...
• Development of self-concept: a child becoming a
swimmer
• Learning self-control: a child learning how to stay afloat
• Empowering achievement: a child swimming
independently
• Learning appropriate social roles: a child as swimming
student
• Developmental skills: gross motor skills used during
swimming
• In the process of learning how to swim, the methods of
socialization can also be seen...
• Affective: the child develops an affinity for the water
• Operant: the child learns to swim by doing it
• Observational: the child's teacher and other swimmers
are models
• Cognitive: the child receives instructions and
demonstrations from the teacher
• Sociocultural: the child's family believes in the
importance of learning how to swim
• Apprenticeship: the child engages in guided participation
when learning how to swim