Socialization can be defined in many ways. The process by which an individual talks on the values, beliefs, behaviors, and other characteristics of a culture, of which he or she becomes a member, in order to function within that culture
It is important to understanding cross-cultural development because the socialization process is what teaches the societies "desirable behavior" as it inhibits the undesirable behavior. This process prepares individuals to become functional members of the community and it's institutional settings. Socialization also guarantees that certain traditions, although they can be modified, will be passes through members of the culture. The more we learn about socialization, the less theories will rely on western societies that typically result in non-generalizable ideas. These ideas tend to neglect human diversity.
2. List and discuss the three components of the developmental niche and give examples from your own experience.
The developmental niche provides better understanding for the bi-directionality of socialization and its effects on human development.
� Physical and social settings of daily life in which a child lives
- this aspect includes the child's living space, family structure, role of family members, child's entertainment tools
- I grew up in two homes, traveling back and forth, one house I shared a room with a sister, the other, I had my own. I played violin, had lots of books, in the bay area. Families (immediate), close by, (extended) in further areas.
� Culturally regulated customs of childcare and child rearing practices.
- These include the child's sleeping patterns as well as independence vs. dependence, eating patterns, formal vs. informal eating patterns.
- My grandmother watched me when my mom went back to work; I took a few naps in my own bed. I was taught dependence as the western society teaches their children. I went to a formal school for education, 28-31 students per teacher in a classroom setting. I continually had three scheduled meals a day.
� Psychology of the care takers or the psychological characteristics of a child's parents
- The final component describes parenting styles, value systems, parent's cultural beliefs and developmental expectations. This component is a channel for communicating "general cultural belief systems to children, through very specific context-based customs and settings".
- I was raised in church, taught manners, taught to follow Jesus' example, spanking was okay, parents in charge; set rules expected to make certain grades, to be culturally aware.
3. Comment of some cultural difference in the socialization of infants' basic needs e.g. sleep, feeding, and crying.
Since parents play the primary role in the routines for sleep, the place for sleep is also a concern. In some cultures, it is important for the baby to sleep in the bed with the mother, and simply change positions when another child is born who then has to share the bed as well. Sleep is one of the thirst culturally determined parent-child interactions. In other cultures children sleep in their own rooms. Typically children sleeping with parents develop trust and attachment as opposed to the independence learned in sleeping by themselves. Co-sleeping is routing for majority of the world.
Infants' nutrition and feeding patterns show socialization in many cultures. Many cultures believe that breast-feeding is the best forms of nutrients, it is easily digested and provides natural immunization. This idea generally leans towards non-west countries. Often in the west, women feel embarrassed about breast-feeding in public. Work also makes it difficult for continued breast-feeding. The act of feeding can create a type of intimacy between parent and child.
Since all babies cry the response to the cries show differences in socialization of cultures. Children begin to socialize their parents since they (parent) are beginning to understand what these cries mean. Often parents (especially those with disabled children) learn that different cries can signify different things. Also, fathers and mothers tend to respond to their children differently, however both very nurturing in general. Researchers believe that crying should be responded to frequently and in the first year will promote secure attachment.
4. Explain what is meant by rites of passage and describe the role they play in adolescent identity.
The idea of "rites of passage" is the transition from childhood to adolescence in many cultures that are marked by public recognition. They are typically ceremonies or rituals that recognize or symbolize an individuals movement from one status to another. These rituals are usually found in non-industrialized societies. Some cultures mark this time by being beaten to gain strength, or taught specific skills to become men and protect the society. Some cultures have no defined rituals at all. Age is not a marker for certain cultures where as in others age is the defining characteristic (18, voting). The rite of passage concept helps adolescents to arrive at an understanding of their identity. Adolescents are given the opportunity to really discover who they are as separate individuals in terms of roles, attitudes, beliefs, and values.
5. Show an understanding of Erik Erikson's psychosocial theory and discuss his psychosocial crises as they apply to each stage of the lifespan.
Erikson's psychosocial theory was created as a response to Freud's psychosexual developmental theory. Erikson emphasized the growth of "normal" or "healthy" personality development. His interest was centralized on cultural similarities and differences. The theory provides a framework for defining major changes in social behavior throughout different stages in life.
� The first stage takes place in infancy, dealing with the issue of thrust vs. mistrust. In this stage the primary social relationship is between the child and the caretaker. The crisis to be resolved is the developing fundamental trust in the life and the world.
� The second stage takes place during toddler-hood, dealing with the issue of autonomy vs. shame and doubt. In this stage, the primary emphasis is exploring the social environment. The crisis to be resolved is recognizing the self as an individual being.
� The third stage takes place in early childhood and focuses on the crises of initiative vs. guilt. In this stage, children learn to negotiate their place in social relationships and learn about the impact of their behavior on others. In a sense, they understand their "power".
� Stage four takes place in middle childhood. They face a crisis regarding industry vs. inferiority where they are supposed to learn social norms and the consequence of both conformity and non-conformity. It is hoped that in this stage children develop a sense of competence.
� Stage five takes place in adolescence when the child is faced with confusion of their roles or establishing their own identity. It is hoped that in this stage, the child will find social roles and environments that correspond to his or her own identity.
� Stage six breaks away from childhood experiences and settles on young adulthood. The crisis in this stage is intimacy vs. isolation and it is hoped that the individual will begin to negotiate their own identity within the context of intimate relationships.
� The seventh stage is in middle adulthood. In this stage individuals are faced with the conflict between generatively and stagnation. To successfully develop in this stage the individual will make a contribution to the larger society as well as gain a sense of accomplishment and placement in the world.
� The eighth and final stage in Erikson's theory happens in the late adulthood or old age. In this stage, the individual deals with the crisis of integrity vs. despair. Integrity is shown when the individual becomes an active part of his or her family and community. They also come to terms with one's and choices.