UNIT – II

SOCIALIZATION AND DEVELOPMENT OF SELF

Meaning of Socialization
Socialization is a process of making an individual social. It is a process through
which society develops an individual according to its ideals, beliefs and traditions and
bestows, recognition as social being. In short, the basis of socialization is interaction. In
other words, socialization means that process through which an individual interacts
with other individuals and learns social ideals, attitudes and patterns of behaviour.
The individual inspired by the ideals of social service and social welfare through
interaction, makes himself well-adjusted with his family, neighbours and other social
groups.

Definition of Socialization
“Socialization is the development of we-feeling in associates and the growth in
their capacity and will to act together”. – J.S. Ross
“Socialization is the process whereby persons learn to behave dependably
together on behalf of human welfare and also social self-control, social
responsibility and balanced personalities”. - Bogardus

Types of Socialization
Primary Socialization
Primary socialization for a child is very important because it sets the groundwork
for all future socialization. Primary socialization occurs when a child learns the attitudes,
values and actions appropriate to individual as members of a particular culture. It is
mainly influenced by the immediate family and friends. For example if a child saw
his/her mother expressing a discriminatory opinion about a minority group, then that
child may think this behaviour is acceptable and could continue to have this opinion
about minority groups.
Secondary Socialization
It refers to the process of learning what is the appropriate behaviour as a member of a
smaller group within the larger society. Basically, it is the behavioral patterns reinforced by
socializing agents of society. Secondary socialization takes place outside the home. It is where
children and adults learn how to act in a way what is appropriate for the situations they are in

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schools require very different behaviour from the home, and children must act according to new
rules. New teachers have to act in a way that is different from pupils and learn the new rules from
people around them. Secondary socialization is usually associated with teenagers and adults, and
Involves smaller changes than those occurring in primary socialization.

Process of Socialization
The following factors play a vital role in the process of Socialization
1. Child Rearing: Improper upbringing of a child leads to the growth of anti-social
tendencies in him because of social maladjustment. So, healthy and proper
upbringing is essential.
2. Sympathy: It is sympathy which develops we-feeling in the child and he learns
to discriminate between his real well-wishers and other members of society. He
begins to love those persons more and more who behave with him
sympathetically.
3. Co-operation: As the child receives co-operation of other towards him, he also
begins to extend his hearty co-operation towards other members of society. This
strengthens his social tendencies.
4. Suggestion: It is a natural fact that a child acts according to the suggestion
received from his well-wishers. This suggestion determines the direction of social
behaviour.
5. Identification: Sympathy, love and suggestion of parents, relations and well-
wishers develop in the child a feeling of identification with others. Those who
behave with the child sympathetically, the child considering them as his well
wishers.
6. Imitation: The basic powerful factor in socialization is the process of imitation.
The child imitates the behaviour, impulses and dealings of his family members. In
this way, learning by imitation is the most powerful means of socializing a child.
7. Social Teaching: It may be noted that social teaching takes place in the family,
among friends and relations who guide the child in one way or the other.
8. Reward and Punishment: When a child behaves according to the ideals and
beliefs of society, people appreciate and approve his behaviour. On the contrary,
when he does some antisocial act, he is criticized and condemned by society. This

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 type of punishment means the child away from unsocial activities leading towards
proper Socialization

Factors Leading to the Socialization of a Child

Socialization is a continuing process and goes on throughout life. The important
factors leading to the socialization of a child are:
1. Family
Family plays a pivotal role in the socialization of a child. Every child is born in a
family where he comes in close contact with his parents and other members of the family.
As he grows older, he learns a number of socially desirable qualities namely-love,
sympathy, tolerance and co-operation etc. A child learns gradually from his family the
ideals, values, beliefs, customs and traditions of the family directly or indirectly.
2. Neighbourhood
Children living in the same locality interact among themselves and gain norms of
behaviour, habits of living and co-operative attitudes to solve their immediate simple
problems of day to day living. If the neighbourhood is wholesome and conducive
socialization will be desirable. Hence, people belonging to good families prefer to live
with good neighbourers.
3. School
In school, children belonging to different families read together, interact in
various patterns and imbibe various traditions of society. Besides this, their participation
in educational and social functions of the school also inculcates in children social
qualities, attitudes, habits and patterns of behaviour which brings about their socialization
4. Games and Sports
Every child is fond of play. We see that there is more effective interaction in
games and sports than organized teaching in a class. While playing various social
qualities namely-co-operation, fellow-feeling, selfless service, sacrifice, team spirit and
many other socially desirable values develops in children to make their socialization
more effective and purposeful.

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5. Scouting and Girl-guiding
The motto of scouting and Girl-guiding is service of society and service of self.
They motivate and inspire children to launch and pursue social service projects and
programmes through co-operative efforts, sacrifice and many other human qualities
essential to effective socialization.
6. Caste
The main purpose of a caste is to socialize a child. Each caste has its specific
customs, traditions, cultural values, achievements and ideals of life different from those
of others. This is the reason why socialization of children belonging to different castes is
different.
7. Community or Society
Community or society also plays a vital role in the socialization of a child.
Various social functions and community programmes provide ample opportunities to
children to participate in them whole heartedly and develop socially desirable qualities.
8. Religion
Religion has important contribution with regard to the socialization of a child.
Each religion has its specific virtues, rituals, dogmas and cosmologies. As the children
interacts with children belonging to their own religion and people having faith in other
religions, this interaction inculcates in them sympathy, co-operation, respect for the
sentiments of others, fellow-feeling and attitude of adjustment leading to socialization in
the true sense of the term.

Factors Resisting Socialization of the Child

According to Maslow, the factors hindering the smooth working of socialization
are given below.
1. Childhood Situation: Lack of parental affection, favoritism, undue punishment,
insecurity, conflicts and widowed mother etc.
2. Cultural Conditions: Cast distinctions, social disparities, prejudices of religion
and social status, feeling of superiority and inferiority among the sections of
society.
3. Current situations: Experiences of sufferings, hardships, insult, injustice,
despondency and desperations.

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 4. Other Circumstances: Experiences of physical hardships, poverty, failure, lack
of education, lack of self-reliance, courage, occupation and fortitude.
Functions of the educational institutions in the socialization of the child:
The function of a school has considerably changed in the rapidly changing
civilizations. The present day school has also to perform some of the functions of the
family. It must develop certain desirable moral attitudes and good social habits. It is
through co-curricular and extra curricular activities that the task of Socialization can be
achieved more successfully. In India, today, we find that the number of first generation
learners in schools and colleges is swelling up. They are not sophisticated; they do not
know the decorum and dignified behaviour expected of them. It is only the sympathetic
understanding and sincere desire of the teacher to act positively in an unprejudicial
manner that can help in these situations.
In classrooms children get many chances to mix without any distinction. They
learn to adjust with others. The teachers should be vigilant to ensure that the students do
not think in terms of untouchability, caste etc.
In nursery schools good manners are taught. Children are trained to imbibe and
practice equality by sharing toys, play materials, etc. At the elementary level, efforts are
made to turn students into responsible citizens of the school community. Work habits are
inculcated. The school provides experience of relationship with the senior generation as
well as with equals.
In the middle school stage, greater emphasis is placed on academic achievement
and Socialization. At this stage the peer groups‟ relationships are more meaningful. At
the higher secondary level the greatest premium is put on achievement – both scholastic
and co-curricular. Students develop various skills and aptitudes which may enable them
to chart their future life.

Agencies of Socialization and their Functions

Family
The oldest form of social organization is home or family. During infancy home is
the most influential agency of socialization. Socialization is a process through which an
individual learns and builds group values and individual is fitted into an organized way of

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life. Family is the original socializing or educating institution from which all other
institutions (school, community, state, religion, economic order and political order)
developed.
Family develops social responsibility, social relationship, bond of love, human
nature from original nature and team spirit among the family members. Family promotes
social, economical, civic, moral and religious and cultural values of the members.
Functions of the Family
Family performs the following functions for the socialization and personality
development of the children.
 Reproduction / Procreation
 Care and Nurturance of children / Protection
 Socialization
 Meeting economic need
 Intergenerational and kin support
 Regulation of sexual behaviour
 Social placement
 Personal interaction
 To provide complete social environment
 Vocational education
Educational Functions of Family
Physical Development
The main and first responsibility of home is the physical care and wellbeing of the
child during the period of infancy and childhood. The child develops his physique in and
around home. Home provides the child bare necessities of life like food, shelter, clothing,
protection of life, care, safety, security, medical care etc. Human child at birth is mostly
depend as compared to other animals. He badly needs care and protection of elders. Even
without a little care, the child would not be able to survive. Thus, family provides
necessary assistance for physical well-being of the child. Physical health also depends
upon good health habits like regular brushings of teeth, training in timely excretion,

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proper sleep, and regular bathe, etc. These preliminary training enable the child to
develop sound physical and good health habits.
Mental Development
Home should extend to child necessary facilities for the development of
intellectual ability. Although intellectual development is the responsibility of school,
home can contribute much to the mental development of child by creating congenial
atmosphere at home in order to enable the child learn more and more informally.
Children have a sense of curiosity. They often ask a number of questions to the elder
members of the family. Such information and knowledge are of vital importance to them.
The thirst for knowledge of child can be quenched by the elder members of the family.
Thus results ultimately in the growth of mental power.
Face to face Interaction
Family provides personal interaction for its members. Knowledge gained face to
face interaction is more educative than bookish and theoretical knowledge. Due to
constant contact, the child is highly influenced by the adult members of family.
Moral Development
Home is the best medium of child‟s moral development. A happy family has a
beautiful impact on the moral side of pupil. Children learn and cultivate values like
obedience, justice, loyalty, truthfulness etc. from the elder members of the family. Home
is the best book of moral education for the children. So far as moral aspects are
concerned, no other agency can influence more a child then home.
Emotional Security
Psychological investigations have proved that in congenial home conditions
create disturbance in children. Family provides a sense of stability and security to
children. Emotional stability is an essential criterion of sound mental health. Without
emotional stability, the child cannot pursue academic work satisfactorily.

Social Development
Home is the cradle of all virtues. Social qualities like cooperation, sacrifice
goodwill, mutual understanding, fellow-feeling, patience, perseverance, sharing,
submissiveness, mutual help, tolerance etc. can be developed at home. In our country,

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family observes different religious ceremonies where social gathering is possible.
Children learn many elements of social behaviour during these occasions. They learn to
exhibit the same behaviour pattern in later lives as they learn at home.
Vocational Skill Development
Even now family provides vocational training to those children who wish to
follow the family profession. Generally farmers, carpenters weavers, barbers and some
craftsmen train their children to adopt to their family profession. Girls learn household
activities be helping the mother, by learning from them at home and many girls learn
different procedures and types of cooking, handwork, embroidery, sewing and knitting
works from the family members and earn livelihood through these earning activities.
Cultural Development
Family is the reflection of cultural life. Like school, family is the primary agency
of transmitting cultural heritage to children. Family transmits it through careful
instruction, religious ceremonies, songs, stories and observation of different festivals and
important days. Cultured and civilized and civilized family life has a potent bearing on
children.
Generation of suitable Social Environment
The most formative and developing period of child‟s life is infancy and
childhood. A major shape of development is grounded during the period. The child learns
to imitate everything at home. He learns how to crawl, walk, speak, eat, dress etc. by
imitating elder members growth of the child. “As is the home, so is the child” runs the
saying. Better understanding among members of family creates an ideal environment for
children to imitate many good manners.
Leadership Development
The qualities of leadership develop at home. A child learns how to act, administer,
manage, control and supervise different affaires smoothly. Like school, family is a
miniature society. With the birth of the child his education and training start. He acquires
many qualities of leadership as he has to play the role in later life.
• Providing environment and necessary facilities for proper physical development
of the child.
• Providing suitable moral environment for the moral development of the child

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 • Exploring and developing aesthetic and intellectual interests in the child
• Providing opportunities to the child for participation round in household
responsibilities
• Understanding the nature of the child and acting accordingly
Extended Family
Nuclear family
A Nuclear family is composed of the parents and children, whereas an
extended or elongated family consists of the nuclear family plus relatives who live under
the same roof with the nuclear family. The family members may all be singletons or some
may be singletons while others are multiple birth-twins, either identical or non identical,
triplets, quadruplets or even quintuplets.
Extended family
It is a family that extends beyond the nuclear family, consisting of aunts, uncles
and cousins all living nearby or in the same household. An example is a married couple
that lives with either the husband or the wife's parents. The family changes from
immediate household to extended household. In some circumstances, the extended family
comes to live either with or in place of a member of the immediate family. These families
include in one household, near relatives in addition to an immediate family. An example
would be an elderly parent who moves in with his or her children due to old age. This
places large demands on the caregivers, particularly on the female relatives who choose
to perform these duties for their extended family. In modern Western cultures dominated
by immediate family constructs, the term has come to be used generically to refer to
grandparents, uncles, aunts and cousins, whether they live together within the same
household or not. However, it may also refer to a family unit in which several
generations live together within a single household.

Community
A Community is a social unit of any size that shares common values. Although
embodied or face-to-face communities are usually small, larger or more extended
communities such as a national community, International community and virtual
community also studied. In human communities‟ intent, belief, resources, preferences,

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needs risks and a number of other conditions may be present and common affecting the
identity of the participants and their degree of cohesiveness. The main realistic meaning
of a community is a group of people who connect well together socially, mentally or
sometimes economically.
Meaning
In simple words, a community may be defined as a cluster of people living
within a small area and sharing a common way of life to a considerable extent.
Definitions
According to MacIver and Page, “Community is an area of social living marked
by some degree of social coherence. The bases of community are locality and
common sentiment”.
Alvin Goods defines a community as, “A community is a primary group resulting
from social contacts, largely direct of those residing in a small area”.
Characteristics of a Community
• Community has a population
• Community lives in a territory
• Community has a historical Heritage
• Community shares a common mode of life
• Community provides different kinds of services to its members through its
various institutions.
Roles of the Community in Education
Community is an important agency of education. It is child‟s laboratory, which
provides him first hand learning experiences of different kinds. The community with its
various resources can enrich and supplement learning. Community socializes the child
through its various institutions. It provides concrete, seeable and tangible resources which
are dynamic, interesting and meaningful for the learners (children).
A community performs some specific functions as an agency of education:
• It provides educational facilities in the locality or territory in the form of schools.
• It coordinates the efforts of various agencies working in the field of education.
• It undertakes several school improvement projects.
• It establishers libraries and social education centres.

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 • It takes steps for promoting democratic attitudes among the people through
organizing conferences.
Neighbourhood
A Neighbourhood is a geographically localized community with in a larger city,
town, suburb or rural area. Neighbourhoods are often social communities with
considerable face to-face interaction among members. “Researchers have not agreed on
an exact definition. Neighbourhood is generally defined spatially as a specific geographic
area and functionally as a set of social networks. Neighbourhood, then, are the spatial
units in which face-to-face social interactions occur the personal settings and situations
where residents seek to realise common values, socialize youth, and maintain effective
social control
Netghbourhood is the social class locality where the family would reside and the
beliefs, superstitious and prejudices to which it will be exposed, the traditions and
customs it will adopt, the moral and social values it would cultivate, the types of
recreational facilities available to it.
Neighbourhood refers to people outside the immediate family. Everyone wants to
make new friends and peer culture develops because of neighbourhood. Netghbourhood
determines playmates, language and habits of the children.
Primary Groups and Neighbourhood
Primary groups are small in size and characteristics by personal, intimate and
non-specialized relationship between their members. A family, a friendship group a peer
group and an athletic group are the examples for primary groups. The primary groups
usually involve face to face contact, and generate strong feelings of group locality. They
provide warm, supportive and emotional ties with others. They provide as mediators
between individual and other parts of the society. These primary groups are formed with
neighbourhood which is shaping the personality and self-concepts of their members.
Bond between family and neighbourhood
The bond between family and neighbourhood should be very strong. Parents care
deeply for their children. Neighbours are the closest to home. The family members move
closely with other members of the community. The co ordination of family members with
other members of the community can facilitate to understand local norms and

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expectations The relationship among family, community and schools is essential to
achieve a long standing co-operation. Community can also shape the children; therefore
co ordination of parents with neighbors is essential. Social and religious dimensions are
also important for the children.
Parents want that their children are safe and progressing appropriately in the
community the relationship between parents and neighbours is essential for the children
to receive special assistance from the community. Community development is difficult
when there is no co-ordination among family and neighbourhood.
Socialization and Neighbourhood
Socialization is process by which the young are prepared to assume adult roles
within a given culture. Therefore, learning of acceptable behaviour, values tradition and
structures of meanings are essential for every member of the family. Neighbours act as
play group for children and group to share the problems and prospects of parents. The
child's attitudes towards schools and towards education in general as well as his
behaviour with his teachers, classmates and neighbours, are largely determined by the
environment that prevails in his home, neighbourhood and community.
Neighbourhood as an Influencing Factor
Neighbourhood acts as a considerable influential group for the personality
development of the children. For the children, neighbourhood is the playgroup which can
promote many values among them. The neighbourhood can provide the following to the
children
• Learn to co-operate
• Learn to respect other's rights and duties
• Opportunities for both leadership and following training
• Develop social attitude
• Opportunity to play together
A child in a family is compared with the other children in the neighbourhood. The
unfavourable comparison may have a detrimental effect on the child and his academic
achievement.

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 Neighbourhood decides the choice of playmates even choice of school. The
personalities of the children are reflected in the children's responses to various life
situations and in their behaviour in the school, classroom and playground.
Religion
Religion Agents of socialization differ in effects across religious traditions. Some
believe religion is like an ethnic or cultural category, making it less likely for the
individuals to break from religious affiliations and be more socialized in this setting.
Parental religious participation is the most influential part of religious socialization more
so than religious peers or religious beliefs.
School Role in the Socialization of the Child
The function of the present day school has considerably changed in the present
scenario of rapid changes. The traditional function of the school to impart the basic skills
of 3 R's is no longer considered to be adequate to meet the present challenge. Now the
school must develop attitudes, skills and values of 7 R‟s i.e, Reading, Writing.
Arithmetic, Rights, Responsibilities, Relationships and Recreation. It is through a variety
of school programmes comprising curricular, co- curricular and extra-curricular activities
that take the task of socialization can be achieved successfully.
Class in the Process of Socialization
The class provides innumerable opportunities to the children to move and mix
with an egalitarian group. This is the beginning of the socialization of the child for his
future life. Here children get many chances to mix without any distinction of caste, colour
or creed. The children who are selfish or self-centred learn to adjust their behaviour in
terms of class norms. The teachers are expected to be vigilant so that the students do not
think in terms of untouchability, caste distinctions and other prejudices.
School as a Social Institution (Important of the School)
A school is one of the most important formal agencies of education. It plays a
major role in molding the ideas, habits and attitudes of the children with a view to
producing well balance personalities: physically strong. mentally alert, emotionally
stable, culturally sound and socially efficient. Informal agencies of education such as the
Church and the home fail to satisfy the increasing educational requirements of a complex

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society and thus are losing their hold on the people. In the modern items the school
assured a very great importance.
School is a social institution set up by the society to serve its ends. According to
Nunn, 'A nation's schools are an organ of its life, whose special function is to consolidate
its spiritual strength, to maintain its historic continuity to secure its past achievements, to
guarantee its future. Through its school a nation should become conscious of the abiding
sources from which the best movements in its life have always drawn their inspiration,
come to share the dreams of its nobler sons. Should purge its ideals should re inform and
redirect impulse.' John Dewey thinks, "the school is primarily a social institution
Education being a social process, the school is simply that form of community life in
which all those agencies are concentrated that will be most effective in brining the child
to share in the inherited resources of the race to use powers for social ends.
The Traditional School
In the past the school was considered to be a place where knowledge was
manufactured. Knowledge imparted to the students used to be bookish, mechanical and
stereotyped. Education being uniform, no importance was attached to Individual
difference and needs of the students. Rote memory and memorization played the
dominant role. Children were regarding just like dumb-driven cattle. Examination
dominated the entire system of education. Rod was the chief weapon to educate the
educand. The 'fear atmosphere' prevailed in the school. The teacher was called a
policeman and drill sergeant. Co-curicular activities were unknown, the authoritarian
attitude of life dominated, Democratic values were hardly known. The necessity of
enlisting the cooperation of the parents was hardly realized.
The Function of the present day schools
Many-sided Education
Teach the 3 R's was the conception of a traditional school. The slogan of a present
school is Teach for 7 R's i.e. Reading. Writing. Arithmetic, Recreation, Rights,
Responsibilities and Relationships.

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Training for Democracy
The present school must prepare student for a democratic society by providing
them democratic experiences. The student should be trained in 'the art of living together'
and made to realize the implications of the terms, rights and duties' of responsible
member of a democratic society. The secondary education has greatly stressed the
importance of equipping its students adequately with civic responsibilities.
Conservation of Culture
School is an important institution that conserves the morals, customs and ways of
social life and passes it on the students. We cannot be cut off from our social and natural
environment. Education is the transmission of technical skills and cultural traditions from
one generation to another and a school discharges this function very effectively.
School as an Agency of Social reform
Mere conservation of the culture is not enough. Ryburu feels, “The progressive
school can never be content that the present generation should simply remain where their
fathers were." A progressive school should aim at producing prophets. Dr. K.L. Shrimali
observes, “The school itself must first become a contagious illustration of and a
laboratory for the highest possible level of democratic living".
Development of a Scientific Attitude
The school should develop a spirit of scientific enquiry in the students. Their
ability to use information should be developed. They may be given training to apply
information, to judge, to be able to see the consequences of courses of action to bring an
active forward looking intelligence to bear on a solution and to think creatively.
School life closely connected with life outside
The school life should be closely related to the real life of the community so that
the students may be trained to grapple with the problems which they will meet in later
life. K.G. Salyidain writes, "No school in the country side can capture the loyalty or the
imagination of the villagers, if it is divorced from the realities of their life and their main
interests and preoccupations".
Value of Interdependence
We cannot escape from social relationships in real life. A school must provide
situations in which the students may be gradually led to understand the relationships in

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community, country, and in the world at large. Dr. K.L. Shrimali remarks. "The school
should set up situations which provide constant practice in social and co operative living.
It must encourage activities through which the child can make a personal contribution in
group enterprise, co-operative instead of competitive individualism.
Opportunities for the full development of the child
In place of being subject-centred, the present school is child-centred. Our
approach is to be psychological and not logical. The school must aim at producing the
highest type of personality possible. The personality of the child is an indivisible whole
and the child is to be taught in body, mind and spirit. A progressive school will aim at
providing opportunities to pupils to develop all the three in co-ordination with one
another and so to develop the whole personality.
School a Centre of Community Service
Curriculum related to Real life
The studies within the school must be related to the life outside. The subject
matter of the various subjects of the curriculum should be carefully planned and brought
into relation with the problem of society. The curriculum should reflect all that is
significant and characteristic in the life of the community in its natural setting. "In the
rural areas" the school according to K.G. Salyidain "should help the children to realize
sympathetically the problems of rural life and train them to take part in it effectively
when they have finished schooling similarly in an industrial area the school should
gradually make the child familiar with the industrial tools and processes and the
conditions of life in the factories so that he may appreciate both the technical and the
human elements of the situation."
Social clubs: Social survey clubs should be organized in schools which should undertake
to investigate some of the pressing needs and problems of the surrounding areas, e.g. the
survey of the condition of 1oads, the percentage of literacy, the drainage of the street etc.
Social service leagues: As a corollary of the above, social service leagues may be
organized, cleaning the lanes and streets, organizing first aid centres for the public,
constructing some drains etc., are some of the activities to be undertaken by these
leagues.

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Adult education centre: In the evening or in the morning, literacy classes for the adults
should be started in the school building K.G. Saiyidain has visualized the school to be a
sort of 'clearing house' where teachers and parents of the boys can met and discus in a
friendly way the problems, social, economic and educational with which they are faced
and in which both are interested.
The school as a recreational centre: Recreational programmes like games, dramas, etc.,
for children and adults of the community may be undertaken. Radio listening, film shows
and exhibitions may be organized.
Celebration of national days and festivals: Important national days and festivals should
be organized in the school premise at which the residents of the locality are cordially
invited to attend the participate.
School library and reading room: The adults may be encouraged to make use of the
school library and reading room after regular school hours.
Parent-teacher associations: Formation of the parent-teacher associations may be
encouraged.
Excursions: According to LW. Kindred and O.W. Stephenson, the value of excursions
for the pupils is. "to enlarge their concept of the school, cause them to look upon the
community as a laboratory where truth may be discovered and where they will see that
not all learning is found between covers and books." Excursions bring reality, actuality
and vividness in the subject-matter.

Parenting Styles and their Impact

A parenting style is a psychological construct representing standard strategies that
parents use in their child rearing. The quality of parenting can be more essential than the
quantity of time spent with the child. For instance, a parent can spend an entire afternoon
with his or her child, yet the parent may be engaging in a different activity and not
demonstrating enough interest towards the child. Parenting styles are the representation
of how parents respond to and make demands on their children. Parenting practices are
specific behaviors, while parenting styles represent broader patterns of parenting
practices. There are various theories and opinions on the best ways to rear children, as
well as differing levels of time and effort that parents are willing to invest.

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 Children go through different stages in life; therefore parents create their own
parenting styles from a combination of factors that evolve over time as children begin to
develop their own personalities. During the stage of infancy, parents try to adjust to a
new lifestyle in terms of adapting and bonding with their new infant.
Developmental psychologists distinguish between the relationship between the child and
parent, which ideally is one of attachment, and the relationship between the parent and
child, referred to as bonding. In the stage of adolescence, parents encounter new
challenges, such as adolescents seeking and desiring freedom.

A child's temperament and parents' cultural patterns have an influence on the kind
of parenting style a child may receive. The degree to which a child's education is part of
parenting is a further matter of debate.

Early research in parenting and child development found that parents who provide
their children with proper nurture, independence and firm control, have children who
appear to have higher levels of competence and are socially skilled and
proficient. Additional developmental skills result from positive parenting styles
including: maintaining a close relationship with others, being self-reliant, and
independence. During the mid 1980s, researchers began to explore how specific
parenting styles influence a child's later development

Types of Parenting Styles

1. Authoritative Parenting (The parent is demanding and responsive)
When this style is systematically developed, it grows to fit the descriptions
propagative parenting and concerted cultivation. Authoritative parenting is characterized
by a child-centered approach that holds high expectations of maturity. Authoritative
parents can understand how their children are feeling and teach them how to regulate
their feelings. Even with high expectations of maturity, authoritative parents are usually
forgiving of any possible shortcomings. They often help their children to find appropriate
outlets to solve problems. Authoritative parents encourage children to be independent but
still place limits on their actions. Extensive verbal give-and-take is not refused, and
parents try to be warm and nurturing toward the child. Authoritative parents are not
usually as controlling as authoritarian parents, allowing the child to explore more freely,

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thus having them make their own decisions based upon their own reasoning. Often,
authoritative parents produce children who are more independent and self-reliant. An
authoritative parenting style mainly results when there is high parental responsiveness
and high parental demands
2. Authoritarian Parenting (The parent is demanding but not responsive)
Authoritarian parenting is a restrictive, punishment-heavy parenting style in
which parents make their children follow their directions with little to no explanation or
feedback and focus on the child's and family's perception and status. Corporal
punishment and shouting are forms of discipline frequently preferred by authoritarian
parents. The goal of this style, at least when well- intentioned, is to teach the child to
behave, survive, and thrive as an adult in a harsh and unforgiving society by preparing
the child for negative responses such as anger and aggression that the child will face if
his/her behaviour is inappropriate. In addition, advocates of this style often believe that
the shock of aggression from someone from the outside world will be less for a child
accustomed to enduring both acute and chronic stress imposed by his/her parents.
3. Permissive (Indulgent) Parents try to be "friends" with their child, and do not play a
parental role. The expectations of the child are very low, and there is little discipline
Permissive parents also allow children to make their own decisions, giving them advice
as a friend would. This type of parenting is very lax, with few punishments or rules. (The
Four). Permissive parents also tend to give their children whatever they want and hope
that they are appreciated for their accommodating style. Other permissive parents
compensate for what they missed as children, and as a result give their children both the
freedom and materials that they lacked in their childhood.
4. Neglectful (Uninvolved) Parenting (The parent is neither demanding nor
responsive)
Neglectful parenting is also called uninvolved, detached, dismissive or hands-off.
The parents are low in warmth and control, are generally not involved in their child's life,
are disengaged, undemanding, low in responsiveness, and do not set limits. Neglectful
parenting can also mean dismissing the children's emotions and opinions. Parents are
emotionally unsupportive of their children, but will still provide their basic needs.
Provide basic needs meaning: food, housing, and toiletries or money for the

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aforementioned. Neglectful parenting can stem from a variety of reasons, including the
parents prioritizing themselves, lack of encouragement on the parents' parts, financial
stresses, lack of support and addiction to harmful substances.

Impacts: Effects of Parenting Styles on Children

Effects Self image Emotions Social skills Academics

high self- trust feelings, socially responsible, learn well,
esteem, self regulate, less peer pressure, more
assertiveness, self control, get along empathetic, confidence
greater self- affectionate Shared decision and high
Authoritative reliance and making, well achievement
self confidence adjusted, open
communication, more
sociable, respectful
others, supportive
and adventuresome
low self-esteem don't trust Don‟t get along, poor Hard to
feelings, weak communication concentrate
behavior, skills, lack of social mid
Authoritarian depression and competence, achievement
anxious aggression and a
disregard for other‟s
rights
High self Irregular voice Trouble keeping Low interest
esteem, self feelings, friends, unable to in school
Permissive confidence, less depression and take others
responsible, risky behavior perspective,
impulsive immature
Low self- Hide feelings, Withdrawn, Perform
esteem, low irregular disrespectful, poorly on
Uninvolved confidence, feelings, avoid distrustful, poor their own
hates, self / feelings, poor social skills and poor
others and self- self control interaction with
absorbed and others
emotionally
detached

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Role of Teacher in the Socialization of the Child
Teacher plays a very important role in the socialization of a child. Hence, a
teacher should keep in mind the following.
1. Parent-Teacher Co-operation
The first task of teacher is to come into close contact with the parents of the child
and from them try to know about the interests, aptitudes and tendencies of the child. This
will facilitate the development of the child.
2. Transmission of Culture
Teacher should try his best to convey to the children the cultural heritage in the
form of customs, traditions, ideals, values and patterns of behaviour in a very
imperceptible but effective way. This transmission of cultural values will effectively lead
to desirable socialization of children.
3. Social Ideals
Teacher should try to put social ideals before children everywhere – in class
rooms, on the playgrounds, in cultural and social functions, in all academic activities and
diverse programmes.
4. Traditions of School
School traditions exerts powerful influences upon the process of socialization.
Hence, the teacher should inspire belief and appreciation of that traditions in children
encouraging them to follow them in their conduct and other activities..
5. Encouragement of Group work
Teacher should devise and launch projects where children work jointly in groups
with mutual co-operation, sympathy and fellow-feeling. More and more group activities
will develop more and more social qualities.
6. Development of Inter-Cultural Feeling
Children belonging to different families believing in different cultures mix freely
in school. Teacher should try to develop inter-cultural feeling in children so that they
learn to respect their own culture along with other cultures also.

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7. Feeling of Healthy Competition
Healthy competition leads to effective Socialization.
8. Healthy Human Relations
Healthy human relations play a very significant role in the socialization of a child.
Hence, teacher should build up healthy human relations with other children, teachers and
headmaster of the school. In such an environment the socialization of a child is must.

Suggestions for Proper Socialization of the Students

1. Children may be taken from time to time public places like museums, courts,
places of historical importance, etc.
2. People engaged in different economic activities or vocations may be invited to
school for giving a faithful description of what they do and how useful their work
is to the nation.
3. Work experience should be introduced in schools.
4. Children should be acquainted with the social events like the celebration of the
birthdays of leaders.
5. The school or college programmes should be full of numerous co-curricular and
curricular activities in which children meet, cooperate and learn from each others‟
personalities.
6. Teachers and parents should respect the personality of children.
7. The mechanism of praise and blame, reward and punishment should be carefully
used to socialize the children.
8. Community activities, social service, etc should be frequently organized.
9. Various aspects of socialization, anxiety of children and juvenile delinquency
may be discussed by the headmasters, inspecting officers, teacher-educators and
professional organizations in seminars or small forums.
10. Exhibition on „know our country‟ may be organized.
11. With proper guidance and responsibilities, the student‟s council can build up a
sense of shared responsibility among children.

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