Saturday, November 26, 2016
Saturday, November 19, 2016
Another goal of socialization is a sense of self. A sense of self is and individuals belief and understanding about who they are. It's around age eight or nine children begin to describe themselves in terms of personality traits. For example, they say, "I like to paint; I'm good at watering the garden etc." A parent's role in promoting a sense of self is to encourage children to try new things and establish concrete, complex goals. The goals should be challenging but not out of reach. For example, it's not realistic or practical for a two year old to be able to put snow clothes on by themselves. Instead of a parent telling a child to do it themselves, the parent needs to help them and teach them how to put their snow clothes on so that when they turn five they know how to do it themselves because at the age of five putting snow clothes on without help is a realistic and practical task.
Motivation is the effort that calls for an individual action. For example, if a child wants to learn how to ice skate they're motivated to achieve how to learn to ice skate. The motives of why a child achieves certain goals and not others varies between individuals. For example, a child may be motivated to learn to sew because they just want to be able to do the basics of sewing such as sew on a button. Another child may want to learn to sew because they want to make all of their clothes. Cultural beliefs are a part of socialization because they cultural beliefs can determine what is considered morally appropriate behavior. For example, a parent may burp at the table and never say "excuse me." The parent has taught the behavior of burping at the table and never excusing oneself, to their children as being acceptable.
The last goal of socialization is morality. Morality has three aspects to it which we'll discuss next time. However, morality is a goal of socialization as children learn to either live their lives according the moral code they are taught by their parents, religion or they develop one of their own.
These four goals of socialization are universal and all children achieve them on some level of another.
Saturday, November 12, 2016
Unintentional socialization is the process by which children are socialized spontaneously during human interaction without the deliberate intent to impart knowledge or values. For example, one day my daughter and I were walking in a strip mall by our house. I saw an old man with a walker trying to open a door to one of the businesses, so I opened the door for the man and held it open until he was in the store. I taught her about helping others in a way that was spontaneous and imparted a value of the importance of helping others without meaning to.
The way we think about and view ourselves is a big factor in how others view and interact with us. For example, is someone thinks they know everything they will often share their knowledge about topics, even without being asked to. Sometimes these people are referred to as 'know it all's.' However, if someone does need information about something, they see this person as someone they can ask who may have the information they're looking for, and this therefore affects how others interacts with the person. This also affects how we socialize with others and how others socialize with us.
Saturday, November 5, 2016
Parents can strengthen interactive skills by encouraging alternative interpretations of behaviors. When children put labels on other children a parent can help the child find other ways to interpret the child's behavior. For example, if a child is put into a group to work on a project and one of the other participants in the group isn't doing anything the child may think they're lazy. The parent can ask, "Did anyone give them something to do? Do they need help doing whatever task is their's to do? Questions like these help a child learn about communication. Sometimes labels are put on people because of a lack of communication. It's not that the child in the group is lazy or unwilling to carry their weight, it's that no one in the group assigned a task for the to do and they were left with nothing to do or needing help.
Children learn social skills by participating in social interactions with friends. Children learn important social information from positive social interactions and they need to know the impact of their behavior on others in order for them to learn to behave in socially appropriate ways. For example, if a child starts to talk about another child behind their back when another child stands up for them and has their back, they learn what a positive social interaction looks like and that to defend the person is a socially appropriate way to behave and that talking about a person behind their back is inappropriate.
All three of these categories help children learn social skills and how to have social appropriate interactions with others.