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Lecture 9

SOC3116 Lecture 9: 10.20.2017 Childhood
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5 Pages
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Department
Sociology
Course Code
SOC3116
Professor
Chapman

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3 Major Trajectories
- Education
- Relationships
- Work
Stages of the Life Course
- Infancy and childhood (0-12)
- Adolescence (13-17)
- Young adults/transitional adults (18-29)
- Early middle years (30-49)
- Later middle years (50-65)
- Older years (65 and above)
Socialization through the Life Course
- The family
o Principal socializing agent during infancy
o Family systems vary widely across cultures
o In modern societies (late modernity), social position is not inherited but the region and
social class of family affects patterns of socialization
o First providers of values, norms
o Principle of linked lives will have an impact on the life course
o Principle of timing
- School
o Proider of soial ors… the asis shared y the eers of a soiety
Learn to obey rules
Must accept authority of teachers
Reactions of teachers affect expectations children have of themselves
Peer groups often formed at school
o Impact of the type of school will have an effect on the life course
- Peer relationships
o Peer groups are increasingly important
o Identity by association
o Greatly influence gender socialization
o Have significant effect beyond childhood
- Mass media
o Can be both positive and negative
Violence is promulgated on television
Video games may deflect from school work or other activities, become refuge
from disliked school environment
But may also hone skills relevant to education and wider participation I society
that depends on electronic communication
o Life organized around the mass media
o Provider of culture and rituals
- Social environment
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- Religious groups
- Community/social organizations
- Work
Infancy and Childhood
- In earlier time periods, children were viewed as mini0adults
- Today, children are viewed as tender and innocent
- Adults need to provide care, comfort, protection
- Sense of self
o Micro-level
Families provide warmth, trust, security (trust vs. mistrust Erikson)
Abuse low self-esteem, isolation, mistrust, powerlessness
o Macro-level
Public institutions policies and practices to promote positive childrearing
Theories of Child Development
- G.H. Mead
o Children develop as social beings by imitating actions of those around them
o Individuals develop self-consciousness by learning to see themselves as others see them
o Later, by entering into and learning rules of play in organized games, children come to
understand the general values and moral rules of culture
- Jean Piaget
o Ephasized hilds atie apaility to ake sese of the orld
o Stages of development
Sensorimotor stage
Birth to age 2
o Child learns by manipulating objects
o Explores physical environment, understands it has distinct and
stable properties
o Learns to distinguish people from objects
Preoperational stage
Age 2-7
o Master language
o Child is egocentric uale to see the orld fro aothers
point of view
Concrete operational stage
Age 7-11
o Masters abstract, logical notions
o Much less egocentric
Formal operational stage
Age 11-15
o Able to grasp highly abstract and hypothetical ideas
o Problem solve and understand trick questions
o Achieving this stage depends partly on schooling
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Description
3 Major Trajectories - Education - Relationships - Work Stages of the Life Course - Infancy and childhood (0-12) - Adolescence (13-17) - Young adults/transitional adults (18-29) - Early middle years (30-49) - Later middle years (50-65) - Older years (65 and above) Socialization through the Life Course - The family o Principal socializing agent during infancy o Family systems vary widely across cultures o In modern societies (late modernity), social position is not inherited but the region and social class of family affects patterns of socialization o First providers of values, norms o Principle of linked lives will have an impact on the life course o Principle of timing - School o Provider of social norms the basics shared by the members of a society Learn to obey rules Must accept authority of teachers Reactions of teachers affect expectations children have of themselves Peer groups often formed at school o Impact of the type of school will have an effect on the life course - Peer relationships o Peer groups are increasingly important o Identity by association o Greatly influence gender socialization o Have significant effect beyond childhood - Mass media o Can be both positive and negative Violence is promulgated on television Video games may deflect from school work or other activities, become refuge from disliked school environment But may also hone skills relevant to education and wider participation I society that depends on electronic communication o Life organized around the mass media o Provider of culture and rituals - Social environment- Religious groups - Community/social organizations - Work Infancy and Childhood - In earlier time periods, children were viewed as mini0adults - Today, children are viewed as tender and innocent - Adults need to provide care, comfort, protection - Sense of self o Micro-level Families provide warmth, trust, security (trust vs. mistrust Erikson) Abuse low self-esteem, isolation, mistrust, powerlessness o Macro-level Public institutions policies and practices to promote positive childrearing Theories of Child Development - G.H. Mead o Children develop as social beings by imitating actions of those around them o Individuals develop self-consciousness by learning to see themselves as others see them o Later, by entering into and learning rules of play in organized games, children come to understand the general values and moral rules of culture - Jean Piaget o Emphasized childs active capability to make sense of the world o Stages of development Sensorimo
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