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The Developmental
Perspective

The Social Learning

Chapter 2 Perspective

The Interpretive Perspective

Lesson 1
The Impact of Social
PERSPECTIVES ON Structure
SOCIALIZATION

▪ child undergoes a process of

maturation

▪ Socialization as largely dependent

on processes of physical and
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psychological maturation

▪ development of many social

DEVELOPMENTAL behaviors are due to physical and
neurological maturation (Gesell and
PERSPECTIVE Ilg, 1943)

▪ Toilet training
➢ when children around age 2½ develop
these skills, they learn by themselves
without environmental influences

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▪ emphasizes child’s acquisition of

cognitive and behavioral skills in
interaction with the environment

▪ Successful socialization requires that

2 the child acquire considerable
information about the world
➢ physical or natural realities
➢ social environment
THE SOCIAL LEARNING ➢ their behaviors and the behavior of
PERSPECTIVE others

▪ Socialization is a process of
children learning the shared
meanings of the groups in which they
are nurtured

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INTERPRETIVE
3 4
PERSPECTIVE
▪ child’s task – discovery of the
meanings common to the social
group
➢ requires communication with parents,
other adults, and other children
➢ Cultural routines – child’s recurrent
and predictable activities that are basic
to day-to-day social life
✓ provide a sense of security and of
belongingness
▪ views development as a process of
interpretive reproduction
Chapter 2
Lesson 2
AGENTS OF CHILDHOOD
SOCIALIZATION
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THE IMPACT OF
SOCIAL STRUCTURE
▪ emphasizes the influence of social
structure
▪ Socialization is organized according
to the sequence of roles that
newcomers to the society ordinarily
pass through
➢ various life roles of a person
▪ child’s discovery of cultural routines
➢ society organizes this process by
making certain agents responsible for
particular types of socialization of
specific persons
Agent
➢ source for what is being learned
➢ primary agents:
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1 Family
▪ most important agent of socialization
▪ infants are completely dependent on
others to survive
▪ provides a strong attachment
➢ a warm, close relationship with an adult that
produces a sense of security and provides
stimulation
▪ Is a mother necessary?
➢ only in the mother–infant relation can the
child experience the necessary sense of
security and emotional warmth
➢ potential caregivers have less emotional
interest in the infant
2 Peers
▪ offer children their first experience in
exercising choice over whom they relate
to
▪ gives a child an opportunity to form
relationships with others on their own
terms
▪ a child can learn things without the
direction of an adult
▪ discuss topics which are not normally
entertained at home
▪ interaction is more open and
spontaneous
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▪ Attachment Styles
a. Secure attachment
➢ have trusting, lasting relationships; tend to
have good self-esteem; share feelings with
partners and friends; seek out social
support
b. Anxious/Ambivalent
➢ reluctant to become close to others; worry
that their partner does not love them;
become very distraught when relationships
end
c. Avoidant
➢ may have problems with intimacy; invest
little emotion in social and romantic
relationships; unwilling or unable to share
thoughts or feelings with others
d. Fearful-avoidant/Disorganized
➢ desperately crave affection and want to
avoid it at all costs; reluctant to develop a
close romantic relationship, yet at the same
time, they have a dire need to feel loved by
others
3 School
▪ transfer subject knowledge and teach life
skills
▪ intentionally designed to socialize
children
▪ child’s first experience with formal and
public evaluation of performance
▪ make children civilized
➢ use of reinforcers (rewards)
➢ teach children desirable behavior
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Chapter 2
Lesson 3
PROCESSES OF
SOCIALIZATION
A INSTRUMENTAL
CONDITIONING
(Operant Conditioning)
a process wherein a person
learns what response to
make in a situation in order
to obtain a positive
reinforcement or avoid a
negative reinforcement
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Socialization
➢ the ways in which individuals learn and
re-create skills, knowledge, values,
motives, and roles appropriate to their
positions in a group or society
Question
How does socialization occur?
Processes
✓ Instrumental Conditioning
✓ Observational learning
✓ Internalization.
SHAPING
➢ A process by which a person’s
behavior is gradually molded until it
approximates the desired behavior
(Engler, 2012).
➢ Reinforcement and Punishment
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POSITIVE NEGATIVE
REINFORCEMENT REINFORCEMENT

• Adding of pleasant stimulus to • Removal of unpleasant stimulus

increase the likelihood of a to increase the likelihood of a
behavior to reoccur behavior to reoccur
• A reward • A condition

Eg. Your parents will let you go out Eg. You are exempted in your
with friends after you finish house chores if you finish all of
your assignments. your assignments.

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FIXED-RATIO SCHEDULE FIXED-INTERVAL SCHEDULE

• Reinforcer is given after a • Reinforcer is given after a

specific amount of responses specific amount of time
Eg. After the child answers 3 questions, Eg. The child will have a candy bar
the child will get 1 candy bar after every 2 hours of reading

VARIABLE-RATIO SCHEDULE VARIABLE-INTERVAL SCHEDULE

• Reinforcement is given after a • Reinforcement is given after a

changing number of responses changing (unpredicatable)
Eg. lottery and gambling amount of time
Eg. checking of e-mail

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POSITIVE PUNISHMENT NEGATIVE PUNISHMENT

• presenting something • removing something pleasant

unpleasant after the behavior after the behavior
• It tends to decrease the behavior • It tends to decrease the
behavior.

Eg. A student gets scolded by the Eg. A driver is fined to some amount,
teacher every time he comes late to and his driving license is ceased for
the class not following the traffic rules.

Unpleasant: got scolded Pleasant: money and license

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B OBSERVATIONAL
ANSWER
LEARNING
➢ No; research has shown that
there is a difference between
acquisition of behavior based learning a behavior and
on the observation of another performing it.
person’s behavior and of its
➢ People can learn how to
consequences for that person perform a behavior by
observing another person,
Question but they may not perform the
behavior until the appropriate
Does observational learning lead
opportunity arises.
directly to the performance of the
learned behavior?

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Nursery school children (Bandura, 1965)

1 Model was
FINDINGS
rewarded for his
Film: acts: A second
An adult adult appeared and Children who observed the
model gave the model soft 3rd version of the film were
punched, drinks and candy. much less likely to punch
kicked, and kick the doll than the
and threw 2 the model was other children.
balls at a punished: The
large, other adult spanked
Thus, a child is less likely to
the model with a
inflated magazine. perform an act learned by
rubber observation if the model
Bobo doll 3 experienced negative
no rewards or
consequences.
punishments.

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Observational
Learning
Thus, socialization is much
more likely to be effective
Children are more likely to
when the child has a
imitate high-status and
nurturant, loving primary
nurturant models than models
caregiver.
who are low in status and
nurturance (Bandura, 1969)

Children also are more likely

to model themselves after
nurturant persons than after
cold and impersonal ones.

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C INTERNALIZATION

process by which initial

external behavioral
standards become internal
and subsequently guide
the person’s behavior
Examples:

● Taking good care of family members

● Breaking or not fulfilling a promise

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GENDER ROLE
➢ parents are important influence on the
formation of the gender role

➢ society has different expectations

Chapter 2 regarding the characteristics and
behavior of men and women

➢ men: competent – competitive, logical,

Lesson 4 able to make decisions easily, ambitious

OUTCOMES OF ➢ women: high in warmth and

expressiveness — gentle, sensitive,
SOCIALIZATION tactful

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LINGUISTIC and COGNITIVE MORAL DEVELOPMENT

COMPETENCE
❑ Language - prerequisite for full
participation in social groups
▪ three main components of language
➢ phonology – sound system
➢ lexicon – words and associated
meanings
➢ grammar – rules for combing words into
meaning utterances
❑ Cognitive Competence
▪ think, listen, learn, understand, justify,
question and pay close attention
❑ Knowledge of Social Rules
➢ governs the interaction
➢ Norms – beliefs of acceptable and
unacceptable behaviors in a specific
situation
❑ Moral Judgment
➢ MORAL DEVELOPMENT - process through
which children become capable of making
moral judgments
➢ Kohlberg’s Model of Moral Development
1. Preconventional Morality
2. Conventional Morality
3. Postconventional Morality

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1. Preconventional Morality
➢ moral judgment based on external,
physical consequences of acts

2. Conventional Morality
➢ moral judgment based on social
consequences of acts.

3. Postconventional Morality
➢ moral judgment based on universal moral
and ethical principles.

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WORK ORIENTATIONS
➢ Work – central importance in social life

➢ children acquire dispositions that

produce sustained, goal-directed
behavior

➢ orientations toward work are influenced

primarily by the parents

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