The Socially Developing Child
In the previous article titled “The Child in Pre-Sociological Perspectives”, theories and viewpoints regarding children that existed prior to Europe’s epistemological and anthropological changes were discussed. In this text, we intend to examine the model of the “socially developing child”. Theorists and experts in the field of the sociology of childhood considered theories related to child social development as transitional theories toward the sociological child. Due to its focus on the social context of child development, this model has created an epistemological gap between pre-sociological explanations and definitions and the sociological theories of the child, which will be mentioned in the next article.
A major part of sociological theories regarding children and childhood revolves around “socialization“. In other words, apart from modern reflections in the field of childhood that view children as active members and consider them as a class with distinct needs and rights, sociology has hitherto viewed the child solely through the lens of socialization. In this model, children are considered external elements who must be aligned with the values and norms of society to guarantee order, stability, and social cohesion. Success in achieving these requires specific and predictable standards for the social action of a society’s members. Accordingly, socialization theories begin with an officially accepted concept and definition of society and its components, seeking to instill society’s rules and regulations into the minds and awareness of potential individuals (mostly children) in society. In short, “socialization is the process whereby the helpless infant gradually becomes a self-aware, knowledgeable, and skilled person in the cultural ways into which they are born.”1 Socialization has various agents, the most important of which are the family, peer groups, schools, mass media, and other agents dependent on the social context, which vary from one society to another.
Two different patterns of the socialization process are proposed:
The Hard or Deterministic Model:
This method of socialization regulates actions through external systems and internalizes constraints. The child is completely passive in this method, and their individual personality is aligned with society’s goals and means. In this model, children have a dual function: on the one hand, they are seen as potential elements for coordination and participation in preserving society, and on the other hand, as elements that can disrupt social order. There are two viewpoints within this model: the functionalist perspective, which believes in preserving the order and balance of society and emphasizes the importance of education to train children who will secure social order in the future; and the conflict perspective, which emphasizes the reproduction of conflicts and inequalities, believing that access to resources, especially education, is unequal among members of society.
The most prominent figure who emphasizes the hard approach is Talcott Parsons. He views society as an interconnected set of roles and actions that ensures the continuous functioning of society; hence, if a child enters society without socialization, they disrupt society’s functioning. Society and the individual follow specific and shared patterns, so the child’s choices—which Parsons calls “pattern variables“—limit the degree of the child’s agency and freedom in society. This model relies on a developmental chart, meaning that upon entering society, the child is completely incompetent and unformed.
The Soft or Constructivist Model:
In this model, interactive dialogue is of fundamental importance for individuals to become members of a specific society. In this perspective, the child is considered an active agent. This model originates from the symbolic interactionism perspective of George Herbert Mead and the Chicago School.
From the perspective of George Herbert Mead, the child possesses an active self (I) and an objective self (me). When these two are distinguished from one another, the individual has achieved self-awareness. The active self is a set of the individual’s natural desires and instincts, acting however it pleases, whereas the objective self is the socialized self. According to George, people reach maturity when they reach this stage; they suppress themselves within broader, meaningful frameworks in order to align with an approved and expected self that corresponds with the generalized other.
Socialization is a thoroughly forward-looking theory that gazes toward the future. As subordinate members of society, children constantly internalize the values and norms of society by participating in cultural practices and interacting with adults. To enforce these values and norms, society has defined various enforcements (sanctions) at different levels to ensure their implementation. When enforcements lose their efficacy and the socialization process encounters problems, the order, cohesion, and stability of society risk collapsing. As a final point, it should be noted that value-oriented patterns or value-based patterns are the most enduring elements of an individual’s life throughout their lifespan. These patterns do not undergo serious change throughout a person’s life.
Author: Nasser Tafaghodi
- Giddens, Anthony (2014) Sociology, Manouchehr Sabouri, Tehran, Ney Publication
(Note: This series of texts has been written utilizing three existing sources in the field of the sociology of childhood. Since direct quotes were not used in these texts, direct references were not given, but these three sources will be listed at the end of each writing)
James, Allison, Jenks, Chris, and Prout, Alan (2013). Theorizing Childhood. Alireza Kermani and Alireza Ebrahimi. Tehran. Sales
Corsaro, William (2013). The Sociology of Childhood. Alireza Kermani and Masoud Rajabi Ardeshiri. Tehran. Sales
Collective of Authors. (2017). An Introduction to Childhood Studies. Alireza Kermani. Tehran. Sales