This document discusses human socialization and development. It states that while infants have the innate capacity for social learning, they cannot develop into social beings without interaction with other humans. The process by which people learn the roles and norms necessary to function in their society is called socialization. Socialization is influenced by both nature (heredity) and nurture (environmental and social influences). The family, school, peer groups, media, and religion are some of the key agents of socialization that teach people the culture and help them develop relationships. Severe social isolation can damage human development, as shown by cases of children deprived of social contact.
The Sociology of the Life Course 2- childhoodbrunogiegerich
This series of presentations are an accompaniment to terrific textbook 'Sociology, 7th edition' by Giddens and Sutton (2013). There is a very strong focus on visuals, with many additional short activities designed to foster interaction between teachers and students.
The text from Giddens and Sutton is usually paraphrased and reworded to aid the comprehension of students, particularity those of lower language ability than Giddens and Sutton had in mind.
The sociology of the age and the life course is the perfect embodiment of contemporary sociology as a whole, and a branch of the discipline with direct relevance to every individual in late-modern capitalist industrial societies.
Sociology is the study of how the structure of any particular society largely dictates how individuals must live; the analysis of the plight of the modern individual in a rapidly changing world. By using this frame of reference, we often reveal social phenomena previously regarded as "natural" and eternal as -in actual fact- "social constructions" that are completely dependent on the socio-historical era for their own existence.
The sociology of the life course looks at how the meanings attached to something as fundamental as a "stage of life" (e.g. childhood) change across time and space; in other words, in different historical eras and -still today- in different places around this complex and diverse planet, the expectations attached to -say- being pre-teen, a teenager, or someone over the age of 50 are products of capitalist, industrial modernity and therefore very, very recent developments in our 800,000 year human history.
This series begins with an introduction to the different aspects of ageing, with an emphasis on the development of social self (looking-glass self), which is something all humans do regardless of time and space; it is part of the psychological process of growing up in all societies.
We then establish what social ageing is; the fundamentals of the sociology of ageing.
Later chapters of the series analyze the different stages of life, in turn, in socio-historical perspective; beginning with what we would today call "childhood" (pre-teen), before looking at "youth", "young adulthood", "mature adulthood" and finally "later life".
The Sociology of the Life Course 2- childhoodbrunogiegerich
This series of presentations are an accompaniment to terrific textbook 'Sociology, 7th edition' by Giddens and Sutton (2013). There is a very strong focus on visuals, with many additional short activities designed to foster interaction between teachers and students.
The text from Giddens and Sutton is usually paraphrased and reworded to aid the comprehension of students, particularity those of lower language ability than Giddens and Sutton had in mind.
The sociology of the age and the life course is the perfect embodiment of contemporary sociology as a whole, and a branch of the discipline with direct relevance to every individual in late-modern capitalist industrial societies.
Sociology is the study of how the structure of any particular society largely dictates how individuals must live; the analysis of the plight of the modern individual in a rapidly changing world. By using this frame of reference, we often reveal social phenomena previously regarded as "natural" and eternal as -in actual fact- "social constructions" that are completely dependent on the socio-historical era for their own existence.
The sociology of the life course looks at how the meanings attached to something as fundamental as a "stage of life" (e.g. childhood) change across time and space; in other words, in different historical eras and -still today- in different places around this complex and diverse planet, the expectations attached to -say- being pre-teen, a teenager, or someone over the age of 50 are products of capitalist, industrial modernity and therefore very, very recent developments in our 800,000 year human history.
This series begins with an introduction to the different aspects of ageing, with an emphasis on the development of social self (looking-glass self), which is something all humans do regardless of time and space; it is part of the psychological process of growing up in all societies.
We then establish what social ageing is; the fundamentals of the sociology of ageing.
Later chapters of the series analyze the different stages of life, in turn, in socio-historical perspective; beginning with what we would today call "childhood" (pre-teen), before looking at "youth", "young adulthood", "mature adulthood" and finally "later life".
SocializationWhat is SocializationSocializa.docxsamuel699872
Socialization
What is Socialization?
Socialization
Socialization is the lifelong process through which people learn attitudes, values and behaviors to a particular culture. Internalizing culture = socialization
In short, socialization is a constant learning process.
Socialization (or learning) is both formal and informal.
Formal: Police officers are formally taught in the academy.
Informal: Police officers learn informal behavior from the streets and their veteran partners.
Isolation & Socialization
Isolation: To cut off from groups and individuals.
To what extent was Isabelle cut off from others?
For her first 6 years, Isabelle lived in a dark room, a storage room.
Isabelle’s mother could not speak or hear.
Isabelle’s grandparents were ashamed and kept her hidden.
When found, Isabelle could not speak, laugh, cry or smile.
She had no verbal, and few non-verbal skills.
Isabelle’s case reveals that w/out social experience, an individual remains more of an object than a person.
Emotionless
Emotional
Socialization and Isolation
Note the cases of isolation with Genie and Danielle.
Such children have difficulty recovering from the lack of socialization.
Genie (13 years) was discovered by California authorities in 1970.
Genie had been kept in isolation since she was 20 months old.
In Plant City, Florida (2005), Danielle was discovered.
Danielle lived was in a trash-filled house, in a room filled with dirty diapers.
When found, she was almost 7 and weighed 46 pounds
https://www.youtube.com/watch?v=P_IBGS1FQw4
Oprah update on Danielle
Danielle
Danielle & Socialization
Danielle represents the importance of socialization, the importance of social interaction.
Isolation raises questions of child abuse and ethics.
It is difficult to be socialized in a state of isolation.
What should be done with parents who isolate children?
Danielle & Genie reveal that w/out social experience, an individual remains more of an object than a person.
Babies Experimenting with Sound
Babies mimick what they hear even before they know any words.
See YouTube video “Talking Twin Babies – Part 2.”
Two 17-month-olds “talk” back and forth, saying little more than “da da da”.
They “talked” with expression, hand gestures, turn taking and laughter.
They knew what language sounded like.
They learned (socialization) through interaction with family, friends and others. Page 71…
Nature and Nurture
Nature: Human behavior is instinctive. Significance of Heredity.
Charles Darwin supports naturalistic explanations (instinctive human competitiveness).
Examples: People are born criminals, women are naturally emotional & men are naturally rational.
Nurture: Human behavior is learned.
John B Watson supports nurture; he developed a theory called behaviorism.
Behaviorism suggest that human behavior is learned, not instinctive.
Human behavior is shaped by people’s environments.
Nature/Nurture Interplay
What role does biology play in human development?.
Chapter 4SocializationThis Chapter Will Help YouDefinWilheminaRossi174
Chapter 4
Socialization
This Chapter Will Help You:
Define and understand the role of socialization
Understand and critique the nature/nurture debate in relation to sociology
Outline the agents of socialization
Compare and contrast primary and secondary socialization
Define resocialization
Summarize the theoretical approaches to socialization
Defining Socialization
Socialization involves social learning through social interaction
It helps an individual become a capable member of their society
It is influenced by our social class, ethnicity, gender, etc.
The Influence of Nature
Biological Determinism
The argument that our behaviour is determined by our genetic makeup
Seeks evidence of the biological roots of behaviour
Argues that behaviour evolves over time to secure the survival of the species
The Influence of Nurture
We are products of our environment
Our behaviour is the product of social interactions and learning
The social environment is crucial to an individual’s socialization
Isolation in Non-Human Primates
Harlow researched the effects of maternal separation and social isolation in rhesus monkeys
Lack of social interaction had significant consequences such as fear or hostility
Isolation in Humans – Feral Children
Children who are assumed to have been raised by animals
The Case of Victor
A boy was discovered in a forest in 18th century France
He was 11 years old and it was assumed that he had lived alone in the forest for 5 or 6 years
A doctor who attempted to socialize him was partially successful
He was never able to speak
Isolation in Humans – The Case of Anna
Anna was discovered in 1932 at the age of 6
She had been locked in a storage room her entire life
She had no social skills and could not speak
She began to show improvement after her discovery but died at the age of 10
Isolation in Humans – The Case of Genie
Genie was discovered at the age of 13 in 1972
She had been locked in a room and tied down from the age of 20 months
She was studied and taught by experts at a children’s hospital
She acquired some skills but could not fully recover from the isolation and neglect
The Turpins – Isolation and Child Abuse
The Turpins kept their 13 children locked in dark rooms or chained to their beds
The children were severely malnourished and dirty
Yet this is the image the parents put out on social media
Primary Socialization
The learning that occurs in an individual's earliest years
It sets the tone for future development
It usually occurs in family settings
Children learn language, norms, values, beliefs, and social skills
Secondary Socialization
This is the socialization that occurs past childhood and throughout adulthood
It is more limited than primary socialization
It has less effect on our self-image
Individuals learn specific roles, norms, attitudes, and beliefs for different adult situations
Functionalist Approach
Social integration:
Socialization teaches people how to integrate in ...
Ch. 44-1Why Is Socialization Important Around the GlobeLO 1.docxsleeperharwell
Ch. 4
4-1Why Is Socialization Important Around the Globe?
LO 1
Debate the extent to which people would become human beings without adequate socialization.
Socialization is the lifelong process of social interaction through which individuals acquire a self-identity and the physical, mental, and social skills needed for survival in society (Figure 4.1). It is the essential link between the individual and society because it helps us become aware of ourselves as members of the larger groups and organizations of which we are a part. Socialization also helps us to learn how to communicate with other people and to have knowledge of how other people expect us to behave in a variety of social settings. Briefly stated, socialization enables us to develop our human potential and to learn the ways of thinking, talking, and acting that are necessary for social living.
Figure 4.1
The kind of person we become depends greatly on the people who surround us. How will this boy’s life be shaped by his close and warm relationship with his mother?
Christopher Futcher/ iStockphoto.com
When do you think socialization is most important? Socialization is the most crucial during childhood because it is essential for the individual’s survival and for human development. The many people who met the early material and social needs of each of us were central to our establishing our own identity. Can you identify some of the people in your own life who were the most influential in your earliest years of social development? During the first three years of our life, we begin to develop both a unique identity and the ability to manipulate things and to walk. We acquire sophisticated cognitive tools for thinking and for analyzing a wide variety of situations, and we learn effective communication skills. In the process we begin a socialization process that takes place throughout our lives and through which we also have an effect on other people who watch us.
What does socialization do for us beyond the individual level? Socialization is essential for the survival and stability of society. Members of a society must be socialized to support and maintain the existing social structure. From a functionalist perspective, individual conformity to existing norms is not taken for granted; rather, basic individual needs and desires must be balanced against the needs of the social structure. The socialization process is most effective when people conform to the norms of society because they believe that doing so is the best course of action. Socialization enables a society to “reproduce” itself by passing on its culture from one generation to the next.
How does socialization differ across cultures and ways of life? Although the techniques used to teach newcomers the beliefs, values, and rules of behavior are somewhat similar in many nations, the content of socialization differs greatly from society to society. How people walk, talk, eat, make love, and wage war are all functions of the cul.
According to evolutionary theories, languages are often ordered to maintain and regulate relationships in larger groups. Language is a social instrument that forms a cultural part of the developmental niche in which children grow up. Mothers and other caregivers all over the world talk to children from birth on and even before. Infants are equipped with language acquisition devices at birth.
These are general abilities at first so that infants are able to perceive segmentation of any language. But with only a few month of exposure to particular language environment this general capability disappears and turns into a specific ability to understand the segmentation of a particular language. So the language is involved as a social necessity.
However language also represents a cultural code that expresses values and beliefs of the respective social environment, especially the content of language and the structure of language. The questions “What” and “How” are saturated with cultural meaning. With this assumption of cultural specificity different contents and structures can be expected in different cultural environments.
In the following presentation the title has changed as you can see, but not the content.
I would like to define cultural environments first; I will then introduce two social cultural orientations that can be assumed to influence cultural activities and cultural meaning systems.
The main part of my presentation will consist of presenting different narrating styles that are informed by these social cultural orientations.
The conventions for children’s development will finally be presented.
This presentation focuses on the earliest developmental phase during the human life span on infancy.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. Human development is based on two
assumptions:
1. The newborn having the capacity to become a
member of human society.
The infant has the capacity to learn human social
behavior.
This capacity is provided by nature to every normal child.
But
2. The newborn child cannot become social being
unless there is interaction with other human beings.
3. Helpless at birth,
the human infant depends on others to provide
nourishment and care.
Human infants are the most helpless of all; a human
child cannot survive unaided for at least four or five
years of life.
It is a matter of survival of human child; and
then to transform the human child into a social
being he needs interaction with other members of
human society without which learning capacity is
lost.
This process of transformation is socialization.
4. Socialization is process whereby people
learn through interaction with others that
which they must know in order to survive
and function within society.
In this process, as defined by the local
culture, they learn what roles are associated
with their status. Also, as prescribed by the
culture, they learn how to play those roles.
Therefore it is a matter of NATURE and
NURTURE.
5. NATURE
Nature implies the contribution of heredity to the human being,
which may include physical- characteristics and what is inside
the human body.
Presumably physical and psychological characteristics can be
transmitted through heredity.
Whatever is being transmitted through heredity may be
considered as human
.potential given by nature
6. NUTURE
As said earlier, in the 20th century, the
biological explanations of human behavior
were challenged. It was assumed that
much of the human behavior was not
instinctive; rather it was learned.
Thus, people everywhere were equally
human, differing only in their learned
cultural patterns, which highlighted the
role of nurture.
7. Social Isolation
Tragic cases of children isolated by abusive family members show
the damage caused by depriving human beings of social
experience. Three such cases quoted in your textbook have
already been referred to earlier.
These cases are of:
• Anna – discovered at age 5 years.
• Isabelle – discovered at age 6 years.
• Genie – discovered at age 13 years.
(These cases may be studied in the textbook).
8.
9. Anna was born in Pennsylvania to an unwed
mother. The mother’s father was so enraged at
Anna’s illegitimacy that the mother kept Anna in a
storage room and fed her barely enough to stay
alive. She never left the storage room or had
anything but minimal contact with another human
for five years. When authorities found her in
1938, she was physically wasted and unable to
smile or speak. After intensive therapy, Anna did
make some progress. She eventually learned to
use some words and feed herself.
10. The Case of Isabelle
Isabelle was discovered in Ohio in the 1930s at
the age of six. She had lived her entire life in a
dark attic with her deaf-mute mother, after her
grandfather decided he couldn’t bear the
embarrassment of having a daughter with an
illegitimate child. He had banished both of them
to the attic, where they lived in darkness and
isolation. When Isabelle was discovered, she
couldn’t speak. After about two years of intensive
work with language specialists, Isabelle acquired
a vocabulary of about 2,000 words and went on
to have a relatively normal life.
11. isolated Monkeys
In the 1960s, psychologists Henry and Margaret
Harlow subjected rhesus monkeys to various
conditions of social isolation. The behavior of
rhesus monkeys is strikingly similar to the
behavior of human beings in many ways. The
Harlows found that monkeys placed in complete
isolation for more than six months were unable to
function normally once returned to the group.
These monkeys were nervous and anxious. Their
findings mirrored findings about isolated children
such as Anna.
12. Institutionalized Children
Children raised in institutions such as orphanages
often have difficulty establishing and maintaining
close bonds with other people.
Such children often have their physical needs met,
but little else.
They are fed, diapered, and kept warm but are
deprived of significant contact with nurturing adults.
They are not played with, cuddled, or spoken to. Such
children tend to score lower on intelligence tests than
children who were not only raised but also nurtured,
and their interactions with other people reflect the fact
that their emotional needs were not met.
13. Provision of Learning Situations
The provision of learning situations is
very crucial in the development of
human potentials. Human group plays
a pivotal role in this respect by:
The provision of learning situations;
The provision of guidance; and
Controlling the behavior.
14. Human groups like the family with whom the child
normally has the first contact provide these learning
opportunities. These learning situations are provided
automatically in the day-to-day routine activities
in the family. The children listen to people talking
around them, see them walking, and playing different
roles. A girl looks at her mother the way she looks
after the cooking arrangements, the way she cooks
the food, the way she looks after the guests, and
other household chores. She is very likely to copy
the behavior of her mother.
15. Provision of automatic learning situation is
necessary but may not be sufficient to learn to talk,
to walk, and to perform certain role. The group
(family) has to provide guidance to the child by
intentionally arranging the learning situations. The
parents may have to provide real guidance to the
children for in the pronunciation of certain words,
taking steps in walking, wearing of clothes,
answering the telephone, and so on. Parents try to
nurture their child as it is considered appropriate
under the cultural norms.
16. Since all behavior is governed by the cultural
values and norms, the parents make it sure that
the child acts as it is culturally permissible.
Therefore they try to control the actions of their
child by applying rewards and punishments. For
an appropriate behavior just giving a pat on the
shoulder may reward the child, or placing a kiss
on the face, or giving a big hug, each may be
rewarding. There could be other ways of
appreciating the role being played by the child, a
socialize in this situation.
17. UNDERSTANDING THE SOCIALIZATION
PROCESS
Freud’s Model of Personality
Freud joined basic needs with the influence of society to form a
model of personality with three parts:
id, ego and superego.
At birth a baby’s mind is all Id –want
ego (Latin word for I), which is a person’s conscious effort to balance
innate pleasure-seeking drives with the demands of society.
the human personality develops the superego (Latin meaning
“above” or “beyond” the ego), which are the cultural values and
norms internalized by an individual.
18. The emergence of self consists of three
stages:
The Play Stage.
During the play stage, a child begins to develop a sense of him/herself
as a social object by taking the role of significant others in relation to
him/herself.
The Game Stage
In the play stage, the child took the role of one significant
other at a time.
The Stage of the Generalized Other
The generalized other represents the imagined perspective of
the community or society at large. At this stage of
development, the child is capable of evaluating himself from
the perspective of community, sub-cultural, or cultural norms
and expectations
19.
20. AGENTS OF SOCIALIZATION
Socialization agents are the sources from which
we learn about society and ourselves. People and
groups that influence our self-concept, emotions,
attitudes, and behavior are called agents of
socialization.
The Family
The School
Peer Groups
The Mass Media
Religion
21.
22. The Family
The family has the greatest impact on
socialization. Infants are totally dependent on
others, and the responsibility to look after the
young ones typically falls on parents and other
family members. It is a matter of child survival.
23. The School
Schooling enlarges children’s social world to
include people with backgrounds different from
their own.
Among the manifest functions, the schools teach
children a wide range of knowledge and skills.
Schools informally convey other lessons,
which might be called the hidden curriculum.
Through different activities schools help in
inculcating values of patriotism, democracy,
justice, honesty, and competition. Efforts are
made to introduce correct attitudes about
economic system/political system.
24. Peer Groups
Peer group is the one whose members have
interests, social position, and age in common.
Unlike the family and the school, the peer group
lets children escape the direct supervision of
adults. Among the peers, children learn how to
form relationships on their own.
Peer groups also offer the chance to discuss
interests that adults may not share with their
children (such as clothing or other activities).
25. The Mass Media
The mass media are impersonal communication
aimed at a vast audience. Mass media arise as
communication technology (first the newspapers
and then radio, television, films, and the Internet)
spreads information on a mass scale.
26. Religion
Religion plays significant role in the socialization
of most Pakistanis. It influences morality,
becoming a key component in people’s ideas of
right and wrong.