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Socialization Processes - Coggle Diagram
Socialization Processes
type of family
intentional family > creates patterns of connecting through everyday rituals > types are connection & love & community rituals. Rituals provide: predictability, connection, identity, a way to enact values (demonstrate what we believe and hold dear).
institutional family > pre-industrial revolution > kinship obligations, chief goals stability and security of the family
psychological family > happiness and achievement of individual family members, peaked in 1950s > "traditional" family >contradicting values of happiness for both men and women, and family stability. Gave rise to the pluralistic family > emphasis on individual satisfaction and a wide variety of family configuration
entropic family -- opposite of intentional family > loses energy over time > contemporary society creates by lack of support for couples & barriers to sustaining family rituals
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outcomes
affective/cognitive > values, attitudes, motives and attributions, self-esteem
social/behavioral > self-regulation of behavior, morals, gender roles
affected by:
biological factors -- genetics, evolution, hormones -- believed to influence neural circuitry of brain during early development > experience-expectant > develop independent of experience, activity, or stimulation
sociocultural factors > experience-dependent > neural connections that develop in response to experience (i.e. language development)
interactive factors > such as individual life history, include the child's receptivity to socialization (i.e. temperament > rebel against compliance; exposure to extreme stress > risk of developmental problems; resilience > biology or supportive social networks)
observational methods
form of imitative learning > observing another person perform a behavior and experience its consequences 
operant methods
producing an effect
reinforcement > an object/event that is presented following a behavior that serves to increase likelihood that behavior will occur again
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punishment
physically or psychologically aversive stimuli or the temporary withdrawal of pleasant stimuli when undesirable behavior occurs >
factors to make it effective > timing, reasoning, consistency, attachment to person doing the punishing
feedback
evaluative information, both positive and negative, about one's behavior
learning by doing
self-efficacy > belief that one can master a situation and produce positive outcomes
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sociocultural methods
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tradition
customs, stories, and beliefs handed down to successive generations
rituals and routines
rituals > ceremonial observation of a prescribed rule or custom > connects us with our past, define our present, give future direction (e.g. marriage, Pledge of Allegiance)
routines > repetitive acts/established procedures > know what to expect, gives security, chance to practice appropriate behaviors (e.g. bedtime, mealtimes)
symbols
acts or objects that have come to be generally accepted as standing for/representing something else
apprenticeship methods
process in which a novice is guided by an expert to participate in and master tasks. The expert structures task > expert & novice collaborate > when novice is ready, the task is transferred to him/her
aims of socialization
develop self-concept > perception of one's identity as distinct from others(begins to form age 15-18 mths) > 8 stages
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enable self-regulation > ability to control one's impulses/behavior/emotions until appropriate time/place/object for expressing them
empower achievement > goals for adulthood, motivation to succeed
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implement developmental skills > provide social, emotional, and cognitive skills to children to help them function successfully in society. Developmental tasks > tasks that lie between an individual need and a societal demand, differ from society to society or culture.
agents
exert influence in different ways and at different times, may complement or contradict one another
family
major responsibility to socialize child. Passes on socioeconomic status, cultural experiences/religious instruction, system of interaction, child's first reference group.
school/child care
acts in society to perpetuate that society's knowledge, skills, customs, beliefs
peers
individuals of approximately the same age and social status and who have common interests. About age 3 > reciprocal interactions begin. Pre-age 3 >egocentrism - cognitive inability to look at the world from any point of view other than one's own.
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community > a group of people sharing fellowship/common interests; group of people living in the same geographic area who are bound together politically and economically. Can provide informal (i.e. friends, neighbors) and formal (Big Brothers/Big Sisters) support systems.