Understanding Culture, Society and Politics: UCSP11 Prepared By: Elwin A. Narciso

UNDERSTANDING
CULTURE, SOCIETY
AND POLITICS
U C S P 11
P R E PA R E D B Y: E LW I N A . N A R C I S O
CULTURAL
ANTHROPOLOGY
AND SOCIOLOGY
CHAPTER 1
E.A.Narciso, Social Science

LESSON 5:
SOCILIZATION AND
PERSONALITY
OBJECTIVES
Define the term socialization and personality;
Discuss the role of socialization plays in human
development;
Identify the functions of socialization in society;
To explain the theories of socialization

IMPORTANCE OF SOCIALIZATION
Socialization is the cultural process
of learning participate in group life.
Without it, we could not develop many
of the characteristics we associate
with being human.
Studies have shown that animals and
human infants who are deprived of
intensive and prolonged social contact
with others are stunned in their
emotional and social growth.
SOCIALIZATION
SOCIALIZATION
Socialization is the process by which a society
transmits its cultural values to its members, and the
way in which individuals internalize the values, beliefs,
and norms of a given society and learn to function as
a member of that society
Socialization begins at birth and continues
throughout life. Successful socialization enables
people to fit into all kinds of social groups.

SOCIALIZATION
The most important
learning occurs early in life.
Psychological case studies
reveal that without
prolonged and intensive
social contact, children do
not learn such basics as
walking, talking, and loving.

SOCIALIZATION
Without socialization, a
human infant cannot
develop the set of attitudes,
beliefs, values, and
behaviors associated with
being an individual.

SOCIALIZATION INTERACTION
The process of actualizing socialization.
Note: The socialization that occurs early in infancy and early

childhood, is specifically critical often called Primary
Socialization, it is usually provided by the parent or other care
givers and lays the foundation for personality development. In
this process, infants become social beings. The early stages of
socialization nurture a tendency for the human infant to want
and need interaction with other people-a tendency that
generally endures.
CONTENT OF SOCIALIZATION
Social Status – refers to the
position or rank of the
individual in a group in
relation to others. It includes
the set of privileges one
enjoys and the duties
expected of the status
occupied by the individual.

CONTENT OF SOCIALIZATION
Social Role
– socially
defined patterns of behavior
that are expected of a person
functioning in a given group or
setting.
It is the behavior of one who
holds a particular status. It is
the acting out of the set duties
and responsibilities
THREE FUNCTIONS OF SOCIALIZATION
1
Maintain social order. Instead of acting out impulses, most
people socialized to do things at the right time and place.
Example: Sharing of news to neighbors.
Provides for the continuity of society. Throughout socialization an
2
individual is able to benefit from knowledge discovered by previous
generation.
Example: Elders who is teaching a child how to sing a native songs.
3
Transmit customs, values, and beliefs from one generation to
another.
Example: Pagmamano, po at opo, and etc.

AGENTS OF
SOCIALIZATION
1.FAMILY
The family is the institution
most closely associated with
socialization.
It acts as the laboratory which
prepares the child for life in the
bigger society since it is the
first, closest, and most
influential social group in the
child’s life.
1.FAMILY
Most infants go through a relatively formal period of
socialization called Habit Training. Schedules are
imposed for eating and sleeping, the termination of
breast or battle feeding, and acceptance of new food.
Note: While the infant is viewed as an object of
socialization, the baby is also causing changes in the
behavior patterns of the socializer. The child converts
adults into fathers or mothers. Thus, children function
within the family as agents of socialization themselves.
1.FAMILY
The process whereby
people are normally being
socialized and at the same
time socializing their
socializers is referred to as
Reverse Socialization.

2.SCHOOL
The formal agency of
socialization in the society. It is in
the school where the emotional
and intellectual growth of the
child is forged.
It prepares the child to take in
various roles in society by
equipping the child with
knowledge, discipline, and
training in their responsibilities.
2.SCHOOL
In functionalist view, the
school fulfills the function of
teaching recruits the values
and customs of the larger
society. On the other hand,
conflict theorist believe that
school can reinforce the
decisive aspects of the
society.
2.SCHOOL
Unlike the rich, the less affluent young people may
never have the opportunity to receive the preparation
that would qualify them to best-paying and most
prestigious jobs in society.

3. PEER GROUP/ BARKADA
With the decline in parental
authority, the peer group
serves as the role model and
source of values and attitudes
for the young.
It is an informal grouping of
two or more members with
more or less the same age
coming from the kin group,
neighborhood or school.
For teenagers, the peer groups
becomes a reference group.
Teenagers’ lifestyle,
consumption needs, leisure,
recreation, and other activities
are influenced by the peer group.
They have a style of dressing of
their own, food of their liking,
music of their taste and lingo that
set them apart from others.
Thus, the young people/adolescents or teenagers form
a subculture in society.
The peer group is so influential that it can either make
or unmake a person in the community.

4.CHURCH
The Church provides for the
spiritual and moral needs of
the child. Children learn the
norms of conduct and codes of
behavior set forth by religious
organizations as guides for
behavior.
In the church, what is right and
wrong are delineated and
rewards and punishment are
established.
5. MASS MEDIA
A socializing agent
functions primarily to inform,
entertain, and educate.
Technological innovations
such as radio, motion
pictures, and television have
become important agents of
socialization in the modern
world.
5. MASS MEDIA
Studies have shown that apart from sleeping, watching
television is the most time-consuming activity of the
young. The television has distinctive characteristics. It
permits imitation and role playing but does not
encourage more complex forms of learning. Watching
television is a passive experience, where one sits back
and waits to be entertained

6. WORKPLACE
A fundamental aspect
human socialization involves
learning to behave
appropriately within an
occupation. However,
occupational socialization
cannot be separated from the
socialization experiences that
occur during childhood and
adolescence.
6. WORKPLACE
Occupational Socialization
can be most intense
immediately after one makes
the transition from school to
the job.
It continues throughout a
person’s involvement in the
labor market.

6. WORKPLACE
There are four phases of occupational socialization:
1. Career Choice –this involves selection of academic or

vocational training appropriate for the desired job.
2. Anticipatory Socialization- it is a socialization that
occurs in childhood or adolescence as children
observe their parents at work. Children sometimes
“inherit” the occupation of their parents.
6. WORKPLACE
3. Conditioning and Commitment- an occupational
socialization occurs while one occupies the
work-related role. Conditioning consist of
reluctantly adjusting to the more unpleasant
aspect of one’s job. Commitment refers to the
enthusiastic acceptance of pleasurable duties
that come as the recruit identifies the positive
task of an occupation.
6. WORKPLACE
4. Continuous Commitment- if a job proves to be
satisfactory, the job becomes an undistinguishable
part of the person’s self-identity. Violation of proper
conduct becomes unthinkable.

PERSONALITY
(THE CONCEPT OF SELF
DEVELOPMENT)
PERSONALITY

PERSONALITY
It is the end product of the socialization process.
The term personality refers to a person’s typical
patterns of attitudes, needs, characteristics, and
behavior.
According to Yinger (as cited by Horton, et. al., 1985)
“personality is the totality of behavior of an
individual with a given tendency system interacting
with a sequence of situations.”

PERSONALITY
The phrase ,“a given tendency system”, indicates
that each person has characteristic ways of acting and
acts much the same day by day.
The phrase, “interacting with a sequence of
situations,” indicates that the behavior is a joint
product of a person’s behavior tendencies and the
behavior situations that a person meets.
Personality comes from the Latin word “persona”
which means “actor’s face mask”.
FACTORS IN
PERSONALITY
DEVELOPMENT
1. HEREDITY Is the process of passing
on of traits from parents to
offspring through the
mechanism of the genes
found in sex chromosomes.
The transmission of genetic
characteristics from parents
to offspring: it is dependent
upon the segregation and
recombination of genes.
1. HEREDITY
Everyone has characteristics that are present at birth,
such as body build, hair type, eye color, and skin
pigmentation. Heredity characteristics also include
certain aptitudes.
An aptitude is the capacity to learn a particular skill or
acquire a specific body of knowledge. For example, a
natural talent for music or art would be considered an
aptitude.

2. BIRTH ORDER
Refers to the order a child is born in their family; first-
born and second-born are examples.
Our personalities are also influenced by whether we
have brothers, sisters, both or neither. Children with
siblings have a different view of the world than children
who have no brothers or sisters.
The order in which we are born into our families also
influence our personalities. People born first or last have
a different perspective than people born in the middle
2. BIRTH ORDER

2. BIRTH ORDER
For example, research has indicated that firstborn
children are more likely to be achievement-oriented and
responsible than the later-born children.
Later-born children, on the other hand, tend to be more
affectionate and friendly. Other studies suggest that
firstborns, in contrast, are often risk-takers and social and
intellectual rebels.

3. PARENTAL CHARACTERISTICS
Personality development in children is also influence by
the characteristics of the parents.
For example, the age of the parents can have a bearing
on children’s development. Parents who are in their early
20s when their children are born are likely to relate
differently to their offspring than parents who are in their
mid to late 30s.
Other differences between sets of parents are also
likely affect their children’s personality development.
3. PARENTAL CHARACTERISTICS
Some parental
characteristics that can
influence a child’s personality
are level of education,
religious orientation,
economic status, cultural
heritage, occupational
background.

4. CULTURAL ENVIRONMENT
Culture has a strong
influence on personality
development. Generally, the
cultural environment
determines the basic types of
personality traits like model
personalities that are typical
of members of that society.

4. CULTURAL ENVIRONMENT
For example, in the United
States, competitiveness,
assertiveness, and
individualism are common
personality traits.

5. GEOGRAPHICAL ENVIRONMENT
This refers to the location, climate,
topography, and natural resources
found in an area.
Geography or the physical environment
may be responsible for the different
experiences in adjusting to the physical
world and may have some influences
upon the experiences and personality
of an individual. However, for the
sociologists, any kind of personality can
be found in any kind of climate.
6. SOCIAL ENVIRONMENT
This refers to the various
groups and social interactions
going on in a group in which an
individual is a member.
The social structure and size of
the social group, the kind of
social interactions and relations,
and the extent of the social
processes that will exert
influence on an individual affect
personality
development.
7. UNIQUE EXPERIENCES
This refers to the
experiences that each
person possesses which
nobody else’s can perfectly
duplicate. A first born in the
family will not experience
the same rearing as the last
born. Parents change and
do not treat their children
exactly alike.
7. UNIQUE EXPERIENCES
Note: The experiences of a person so not simply add,
they integrate. The meaning and impact of experiences
depend upon other experiences which have preceded
it.
The factors of personality development combine to
produce a unique personality.

THE FILIPINO CONCEPT OF
PERSONALITY:
PROJECTING THE FILIPINO
CHARACTER TRAITS
1. FAMILY CLOSENESS AND SECURITY
For the Filipinos, the family
as a basic social institution
includes not only the father,
mother, brothers, and
sisters, but also the
grandparents, aunts, uncles,
cousins and even
ceremonial relatives.

1. FAMILY CLOSENESS AND SECURITY
Concern of the family is manifested in the honor and
respect to parents and elders, care given to children,
generosity extended to a kin in need, and in great
sacrifices one endures for the welfare of the family. The
sense of family results in a feeling of belongingness, social
acceptance and a sense of security.

2. SOCIAL ACCEPTANCE
Refers to the way of life of
Filipinos to be recognized and
acknowledge by their fellowmen
and social groups.
Filipinos resort to ways just to
be accepted, such as
pakikisama, euphemism, the
use of a go-between to preserve
smooth interpersonal relations
(SIR) and pakikiramdam.
Pakikisama- is a yielding to the will of the majority just
so to get along with everybody and avoid signs of
conflict.
Euphemism- the stating of an unpleasant truth,
opinion or request as pleasantly as possible in order
not to offend others. For example: “ang pagsasabi ng
maganda ka sa iyong kapwa kahit alam nating taliwas
ito sa ating nakikita ay isang halimbawa lamang ng
euphemism.”
Pakikiramdam- is a value affecting the team’s spirit. It is
deemed as a socially desirable skill that enables one to
access others’ feelings and exercise great empathy.
The feeling for others.
For example: When see manong janitor cleaning the
corridor with all his efforts and difficulties, you seemed to
be sad for which you also feel the same way as he is. That
there is a certain feeling on you saying “sana ako
nalang”, “sana tama na”, and “kawawa naman si kuya”
manifest the feeling of pakikiramdam.
3.PERSONALISM
It emphasizes the importance of the person with
whom one has immediate face-to-face contact over
the abstract rule of the law or common good.
this manifested in practices such as
pakiusap/dinadala sa pakiusap (request), lagay
(bribe), areglo/baka naman pwedeng pag-usapan
natin to syndrome (fixing), palakasan/kakilala ko
(use of power and influence), nepotism, and
favoritism
4. BAHALA NA ATTITUDE/FATALISM
A dominant belief among Filipinos
in fate and predestination.
Leaving matters/things as they are
because nature will take its
course.
It is believing that life depends on
swerte or buenas (good luck),
tadhana (decried by fate), malas
(bad luck), gulong ng palad (life’s
ups and downs), or tsamba
(undeserved success brought
about by luck)
5. BAYANIHAN OR TEAM SPIRIT
This is the Filipino value of
camaraderie or helping one
another in time of need. It
demands cooperation, as
well as unity of spirit, heart
and mind among members
of a group towards the
attainment of an objective.

6. UTANG NA LOOB/DEBT OF GRATITUDE
Is an obligation to repay a
person from whom one has
received a favor.
Pagtanaw is the unending
gratitude that is demonstrated
in pakikiramay, pagtulong,
pagmamalasakit, pagkalinga,
pakikisama, pag-ako ng
responsibilidad, pagsisilbi at
pag ano pa.
6. UTANG NA LOOB/DEBT OF GRATITUDE
Utang na loob portrays our
true identity based on our
concern and response to
others especially in our
practice pagpapakatao and
pakikipagkapwa tao.

7. HOSPITALITY/BUKAS-LOOB NA PAGTANGGAP
It is a welcoming attitude
towards guests, enthusiasm,
positive energy and the
willingness to recognize and
meet a guest's implicit needs.
This is an attitude by which
Filipino open their hearts to
strangers and visitors and
offer them the best in their
homes
8.HARD WORK AND INDUSTRY
The enterprising and
productive potentials and
capabilities of Filipinos in
coping with their economic.
Sometimes called as
“pagiging madiskarte sa
buhay.”

9. PAKIKIPAGKAPWA-TAO
A deep sense of concern for one’s dignity and respect.
It is manifested in a basic regard for justice and
fairness to others.
The filipino’s gesture to emphasize with others as a
way of extending support in times of need, for instance,
“pakikiramay,” the sensitivity to people’s feelings –
“pakikiramdam” and “pagtitiwala”- are bonds that
promote feelings of closeness to one another and
become the foundation of unity
10. JOY AND HUMOR
The Filipinos have a
propensity to cheer and
laugh and have a fun-loving
approach to the ups-and-
downs of life.
A practice in which Filipinos
laugh at their hard times for
they believe that these will
all pass away very soon.
11. FAITH AND RELIGIOSITY
The Filipinos have a deep
faith in God. Their innate
religiosity enables them to
comprehend and genuinely
accept reality in the context of
God’s Will and Plan.
Both defined as a
strong religious feeling
or belief to a divine treaty or
God.
12. RESPECT TO ELDERS
a customary law among
Filipinos’ that project a greater
value is the respect to elders.
Filipino parents do not
condone children talking back
at them. Respect for elders
includes respect for the
authority of elder brothers and
sisters.
12. RESPECT TO ELDERS
It is the obligation of the kuya and the ate to perform
the duties of parents of the younger members of the
family. The words po, ho, opo, oho, in our language
definitely show respect for elders.

THEORIES OF
SOCIALIZATION
1. LOOKING GLASS SELF THEORY
Founded by the Social Psychologist Charles Horton Cooley.
Looking Glass Self is a term for a self-concept that is based
upon how we think when we appear to others. Cooley used
sociological perspective to look at smaller units (family, friends
and peer groups) and observed that these help in shaping the
individual’s beliefs, ideas, values, and social nature. Through
the looking glass self process, an individual can see himself
(self-image) according to how people see him.
Looking Glass Self can be viewed as “what others see and
recognized about you but it is unseen or unrecognized by you.”

According to Cooley, the development of the looking glass self
is a three-step process that is constantly taking place.
a. First, we imagine how we appear to others.
b. Second, based on their reactions to us, we attempt to
determine whether others view us as we view ourselves.
c. Finally, we use our perceptions of how others judge us to
develop feelings about ourselves.
Cooley was quick to note that although this process starts
early in childhood, it continues throughout life. Individuals
adjust their self-images continually as they interpret the way
they think others view them
2. THE EMERGING SELF MODEL
Developed by George Herbert Mead, an American Social
Psychologist.
He argued that infants undergo in a three-stage development
process before becoming into adult.
The Three-Stage Development Process during childhood:
a. Preparatory Stage/Imitation Stage- at this stage, the child
at about 1 to 3 years old imitates adult behavior without any
real understanding of the behavior. For example, the baby
may utter random vocalization and the parents responds to it,
perhaps imitating the child’s sound. This may encourage the
child to respond againE.A.Narciso,
in a Social
similar
Science
way.
The adult and child thus
carry on a verbal interaction,
but the utterances they
made have no clear
symbolic meaning: in every
terms, the parents and child
are talking “baby talk”.

b. Play Stage- the child at 4
to 7 years old. The child
learn to use symbols and
languages, enabling them
to pretend and put
themselves in another
person’s place.

c. Game Stage- the child is at
about 8 to 9 years old, the
child’s role behavior
become consistent and
purposeful and has now the
ability to sense the role of
other players. The child
begins to consider several
tasks and relationships
simultaneously.
Game Stage- during this stage, the child acquires a sense
of, and seek approval of what Mead called generalized
others. The generalized others is the internalization of the
norms of the larger social group or society. As an
example: Most students will not cheat on an examination
even when there is no chance of being caught-because
they learned and internalized the idea that it is best to be
honest. In a sense, they are rewarding themselves for
living up to a standard they have learned and accepted.
Game Stage:
Mead also used the term “significant others” to refer to
those who are most important to the development of the
self such as their parents, friends, coaches, and teachers.
The social self is a product of the shaping of the
generalized others and significant others. However, the self
is not entirely a “passive me” that accepts anything
powered into him. The self has an “active self” – the
directing “I” that partially controls his destiny. As such,
every individual is a “me” that is shaped by the society
and the independent “I” that is self controlling.
Game Stage: “Me” vs. “I”

3. IMPRESSION MANAGEMENT THEORY
Theory popularized by Erving Goffman.
 Impression Management Theory refers to the ways
individual seeks to control the impressions they convey
to other people, however, there are impressions given
and impressions given off- the impression you believe
that you are giving and the impression the other person
has of you.
This involves the altering of the presentation of the self
in order to create distinctive appearances and to satisfy
particular audiences.E.A.Narciso, Social Science
Erving Goffman believes
that social interaction
explicitly parallels the
theatrical stage, which was
he termed dramaturgical
approach- an approach
viewing life as theater with an
specific characters who are
portraying scripted roles.
Dramaturgical Approach
The theatrical representation
of life.
Consists of FRONT STAGE
(“tunay” or “true self”) and
the BACK STAGE
(“pagkukubli” or “faking
self”).
uses Impression Management
Theory as tool.
Dramaturgical Approach
According to this perspective
people can be seen as
resembling people in action.
For example, clerks may try
to appear busier if a
supervisor happens to be
watching on them.

Face-Work Theory
Another aspect of the self introduced by
Goffman.
Goffman says our face is like a persona
which we present in a conversation. It
changes from situation to situation. For
example, in one situation you might want
to present the face of a good friend,
whilst in another you may want to appear
to be a knowledgeable student.
Face-Work Theory
Refers to people’s effort to maintain
image (face) and avoided
embarrassment (frustrations) in public.
If the self suffers from embarrassment or
some form of rejection face-saving
behavior is initiated. This is initiated to
maintain or continue social interaction
and to escape from the doubtable
questions.
Face-Work Theory
Example of Face-saving Behavior:
When you failed an exam, you pretend to
be okay and smiling to others even though
it seems to be heart breaking for you. You
did this just to escape from the questions
of others “why you failed the exam” and of
to avoid also frustrations and
embarrassment.

Face-Work Theory
On the other hand, individuals tolerate
clumsy and offensive statements from
others who they know mean well.
Goffman used the term “studied
unobservance” to explain the
phenomena.
Studied Unobservance refers to such
behavior which is intended to allow
saving face (fake impression of our face
to escape from
something).
Face-Work Theory
Example of Studied Unobservance and
Saving Face:
Your friend keeps on saying “mukha kang
baboy” to you but you keep on laughing on
it and seems not even offended by this
statement. You tolerate this even though
its so offensive because you value your
friendship rather than valuing your dignity.

4. TABULA RASA/THE BLANK SLATE THEORY
Theory developed by John Locke.
John Locke claimed that each of us is born without a
personality. He believes that self is likened to blank
slate (or clean sheet of paper), that our personality
depends on how we write or develop it. We acquire
our personalities as a result of our social experiences.
Locke believed that human beings can be molded into
any type character.

4. TABULA RASA/THE BLANK SLATE THEORY

THEORIES OF
PERSONALITY
SIGMUND FREUD THEORIES
PSYCHOANALYSIS THEORY
A set of philosophical of human nature
Both an approach to therapy and a theory of
personality.
Emphasizes unconscious motivation- the main cause of
behavior lie in unconscious mind.
The self is a product of the ways in which basic human
motives and impulses are denied and repressed by
society. According to Freud, the self has 3 parts:
a. Id
is the part of instinctive and unsocialized desires and
impulses, selfish and anti-social. Operates on
PLEASURE PRINCIPLES- to gain and avoid pain.
Driven by sexual and aggressive urges.
b. Super-ego
is the complex of social ideals and values which one
has internalized and which form the conscience, and is
the police-officer of the self.
b. Super-ego
Operates on moral principles. Able to differentiate
between good and bad, right and wrong.
If people follow their super-ego , they will feel proud but
if they don’t, they will feel guilty and anxious.
c. Ego
is the conscious and rational part and control center that
oversees the superego’s restrain of the self.
The rational level of personality
c. Ego
Operates on REALITY PRINCIPLES- does realistic and
logical thinking
The balance between Id and Super-ego.



PSYCHOSEXUAL THEORY
Is a central element of the psychoanalytic sexual
drive theory, that human beings, from birth, possess
an instinctual libido (sexual energy) that develops in
five stages.
Subordinate theory of Sigmund Freud.

PSYCHOSEXUAL STAGES OF DEVELOPMENT
a. Oral Stage (0-2 years
old)
Infants achieves
gratification through oral
activities such as feeding,
thumb sucking, and
bubbling.

b. Anal Stage (2-3 years
old)
The influencing factor in
this stage is toilet training.
Fixation at this stage leads
to grasping and stinginess.
The child learns to respond
to some of the demands of
the society (such as bowel
and bladder control).
c. Phallic Stage (3-7 years old)
The greatest sources of satisfaction
comes from the sex organs.
The child learns to realize the
differences between male and
females and becomes aware of
sexuality.
At this stage develops either
Oedipus complex in which the boy
desires his mother or Electra
complex in which the girl desires
her father.

d. Latency Stage (7-11 years
old)
This is characterized by
children turning their attention
to people outside their
families such as teachers,
peers and friends.
The child continues his or her
development but sexual urges
are relatively quiet.
e. Genital Stage (11-adult)
This is when the sexual
impulses become active and
individuals focus their
attention on opposite sex.
The growing adolescent
shakes off old dependencies
and learns to deal maturely
with opposite sex.

COGNITIVE STAGES OF DEVELOPMENT
Jean Piaget, a developmental theorist, develop this approach
to explains how evolution of cognition or mental processes
takes place.
Piaget observed that there are qualitative differences in the
way children think at different stages.

a. Sensorimotor Stage/Infancy
(birth to 2 years old)
Children learn about their
environment, but they cannot
think at this stage.
Infants construct an
understanding of the world by
coordinating sensory
experiences (seeing, hearing)
with motor actions (reaching,
touching).
a. Sensorimotor Stage/Infancy
(birth to 2 years old)
Develop Object Permanence
(memory) - Realize that objects
exist even if they are out of sight.
Infants progress from reflexive,
instinctual actions at birth to the
beginning of problem solving
(intellectual) and symbolic
abilities (language) toward the
end of this stage.
b. Pre-operational Stage/Toddler and Early
Childhood (2-7 years old)
This stage begins when the child starts to use symbols
and language. This is a period of developing language
and concepts. So, the child is capable of more complex
mental representations (i.e, words and images). He is
still unable to use 'operations', i.e,logical mental rules,
such as rules of arithmetic.
This stage is further divided into 2 sub-stages :
Preconceptual stage (2-4 yrs) : Increased use of
verbal representation but speech is egocentric. The
child uses symbols to stand for actions; a toy doll
stands for a real baby or the child role plays mummy or
daddy.
Intuitive stage (4-7 yrs) : Speech becomes more
social, less egocentric. Here the child base their
knowledge on what they feel or sense to be true, yet
they cannot explain the underlying principles behind
what they feel or sense.
b. Pre-operational Stage/Toddler and
Early Childhood (2-7 years old)
The following are the key features of this
stage :
Egocentrism: The child's thoughts and
communications are typically egocentric (i.e,
about themselves or their own point of view).
Eg.: "if i can't see you, you also can't see
me". It is the inability to see the world from
anyone else's eyes. It is well explained by
Piaget as Three Mountain Task.
Animism: Treating
inanimate objects as
living ones. Eg.: children
dressing and feeding
their dolls as if they are
alive.

Concentration: The process of concentrating on one limited aspect of a
stimulus and ignoring other aspects. It is noticed in Conservation.
Conservation on the other hand is the knowledge that quantity is
unrelated to the arrangement and physical appearance of objects.
Children at this stage are unaware of conservation.

c. Concrete Operational Stage/
Childhood and Early Adolescence (7-
12 years old)
The concrete operational stage is
characterized by the appropriate use of
logic. Important processes during this
stage are :
Seriation: The ability to sort objects in an
order according to size, shape or any other
characteristic. Eg.: if given different-sized
objects, they may place them accordingly.
Transitivity: The ability to recognize logical
relationships among elements in a serial order. Eg.: if A
is taller than B and B is taller than C, then A must be
taller than C.
Classification: The ability to group objects together on
the basis of common features. The child also begins to
get the idea that one set can include another. Eg.: there
is a class of objects called dogs. There is also a class
called animals. But all dogs are also animals, so the
class of animals includes that of dogs.
Decentering: The ability to take multiple aspects of a
situation into account. Eg.: the child will no longer
perceive an exceptionally wide but short cup to contain
less than a normally-wide, taller cup.
Reversibility: The child understands that numbers or
objects can be changed, then returned to their original
state. Eg.: the child will rapidly determine that if 4+4=8
then 8-4=4, the original quantity.

Conservation: Understanding that the quantity, length
or number of items is unrelated to the arrangement or
appearance of the object or item.
Elimination of Egocentrism: The ability to view things
from another's perspective.
The child performs operations: combining, separating,
multiplying, repeating, dividing etc.

d. Formal Operational Period/
Adolescence and Adulthood
(12 years old and above)
The thought becomes
increasingly flexible and abstract,
i.e, can carry out systematic
experiments.
The ability to systematically
solve a problem in a logical and
methodological way.
Understands that nothing is
absolute; everything is relative.
Develops skills such as logical
thought, deductive reasoning as
well as inductive reasoning and
systematic planning etc.
Understands that the rules of
any game or social system are
developed by a man by mutual
agreement and hence could be
changed
or modified.
The child's way of thinking is at
its most advanced, although the
knowledge it has to work with,
will change.

THE MESSAGE FOR THE QUARTER
It is quite natural facing problems every now and then during your
academic career. They are the tests to measure your ability and help you to
do the best in future. We should consider the obstacles and encumbrances in
our life are so common. We should treat our attitudes as a challenge towards
them and find out proper solutions to go ahead positively.
Self confidence, patience, willpower, determination and guts the internal
qualities of human being and they should be developed day by day. They
essential elements in the life-struggle. The stories of great personalities guide
us to think properly and help us succeed. Thinking people will always become
the masters from their experience. So please try to be optimist with positive
attitude and try make history. Definitely, you can lead a glorious life.
God bless and thank you!
END OF LESSON 5:
THE LAST TOPIC FOR THE QUARTER!
THANK YOU AND GOD

BLESS!!!

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UNDERSTANDING

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Note: The socialization that occurs early in infancy and early

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Provides for the continuity of society. Throughout socialization an

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1. Career Choice –this involves selection of academic or

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THANK YOU AND GOD

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