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Emotional and Cognitive Socialization Outcomes - Coggle Diagram
Emotional and Cognitive Socialization Outcomes
Values
are qualities or beliefs that are viewed as desirable or important.
Values are
outcomes
of socialization.
Basic human values
are enshrined in the laws of most civilized societies. The ten Commandments are an example of basic human value.
Values also affect how society deals with such deviations
Values can include such related
characteristics
as attitudes or morals that affect our behavior.
Our values
reflect
the values of our parents, our teachers, our religion, our culture, our profession, or our friends. Some reflect what we have read or seen on TV or film.
Factors such as age, experience, cognitive development, and moral reasoning affect values.
Sometimes teenagers tend to place more value on what their
friends
think than what their
parents
think.
As children socialize and gain real experiences, they begin to construct their own values, which will change and be redefined as they get older.
Children acquire racial attitudes prior to developing the ability to categorize people by race; their initial attitudes reflect society’s biases.
Children's attitudes as due to cognitive immaturity rather than malice.
Parents have a large impact on children’s attitudes and value.
Studies have shown that prejudice may be reduced by equal status contact between majority and minority groups in the pursuit of common goal.
Children assimilate culturally related attitudes, preferences, and social expectations at an early age.
Children understand the world in terms of absolutes and believe over generalizations.
Socializing techniques of reinforcement and punishment are also involved in the way children learn attitude.
Social experiences, including observation and interaction, provide children with a perspective of the macro system in which they live Children come to know attitudes about culture.
Individuals come to know what is personally worthwhile or desirable to them in life through the process of
value clarification.
The process helps individuals understand their own moral codes, their attitudes and motives, their prosocial or antisocial behavior, their gender roles, and themselves.
Values clarification involves making decisions—choosing among alternatives.
The process is sometimes difficult because values may conflict.
Individuals are motivated to control the outcomes of their efforts. This motivation is exhibited in the need to achieve, or be competent, called achievement motivation or mastery orientation.
Values are really the basis for attitude.
Attitudes determine what we attend to in our environment, how we perceive the information about the object of our attention, and how we respond to that objects.
Community customs and traditions influence attitudes
Prejudicial attitudes can be changed by enabling children to have positive experiences (both real and vicarious) with cultural minorities.
We can create an ant-bias classroom environment by including:
Pictures in the room of diverse (by culture, gender, age, disability) individuals in their daily lives— interacting with others and doing work in the community.
Stories in the curriculum about the contributions of diverse. individuals.
Fostering cooperative activities among the children so they can experience other
The development of attitudes is influenced by age, cognitive development, and social experiences.
Attitudes about diverse cultural groups develop in the following sequence:
Phase i—awareness of cultural differences, beginning at about age 2½ to 3
Phase ii—orientation toward specific culturally related words and concepts, beginning at about age 4
Phase iii—attitudes toward various cultural groups, beginning at about age 7