"SOCIAL DEVELOPMENT"
Chapter
6
SOCIAL
DEVELOPMENT
The
Chapter at a Glance
The desire to be social,
Aspects of social development,
Social growth during infancy,
Social development during early childhood,
Social development during later childhood,
Social development during adolescence,
Educational implications of social development.
“The
Desire to be Social”
Social development means progressive
improvement of the individual in grasping the principles and values of the
socio cultural heritage. It is patterning one’s thought and behavior in
conformity with social and cultural standards and values.
Social development highlights the fact that
growth is always gradual and progressive. The most fundamental and the most
permanent outcome of such a progressive activity leading to social development
is character. Culture and civilization are fundamentally dependent upon the
social development of character and personality of the individuals.
At birth the newborn baby is neither social nor
unsocial. He is neither friendly nor hostile. Yet he can’t possibly remain
unsocial for a very long time, for every human being naturally needs to belong
to a group, to affiliate to a circle, etc. This desire to be social is present
in all human beings. The hermit, the frustrated isolate and even the
misanthrope feels this desire to some extent. With the advance in years this
need to belong, to affiliate and to mix with other assumes many and varied
forms e.g. the need to love and be loved, the intense craving for being
accepted in a group, the desire to wield prestige and power, etc. In order to
grow, therefore, the child is naturally impelled to become social. However, it
is only through activity in varied social situations that children are able to
become social animals.
“Aspects
of Social Development”
The march towards socialization is a slow and
steady process. In order to achieve full fledged social maturity the child
passes though certain significant stages of social development. Morgan
describes the following four levels of social development.
(1)
Negative
Social Adjustment: Every child must learn to avoid getting into
undue trouble with other people. This implies that he must learn to refrain
from hurting them, respect their right and sentiments, avoid interfering with
them, etc. It may be noted that this negative aspect of social adjustment
includes all the essentials about social doings which must be taught to
children from the very beginning of their life.
(2)
Passive
Aspect of Social Development: Docility, obedience and conformity are the
passive aspects of the social development of an individual. This aspect of
social adjustment is learnt at a relatively later stage as it is a little
higher in the scale of social evolution.
(3)
Full
Social Interaction: This is the level at which the individual
learns full-fledged social behavior. It includes assimilating the true spirit
of social interaction, cooperation, fellow feeling etc.
(4)
Social
Understanding: The most matured aspect of development is the
stage of social understanding. Understanding of other people sounds a simple
and easy task. It is, however, a glaring truth that such an understanding
requires a lot of insight and effortful learning on the part of the individual.
When the individual achieves the power to
recognize full significance of social behavior, the development of social
consciousness reaches its apex. The individual then begins to realize that the
laws, rules and regulations of society are not mere arbitrary dictates of
persons in power. He rather begins to appreciate their utility as useful
principles and procedures forming the bases of corporate living and social
harmony. He develops sufficient insight to appreciate the real worth and
significance of social institutions, efficient governments, happy homes,
cooperative living, friendly relations, etc. He begins to value, in theory and
practice, the utility of all these social institutions and practices. Socialization
also enables him to become alive to the grave social dangers consequent upon an
unsocial or anti social mode of thought and behavior.
In short, when this stage of development is
reached the individual attains the stature of full-fledged social maturity and
understanding. But one does not, however, achieve this matured social status
overnight. It is, rather, a process of gradual evolution.
The pages that follow contain a discussion of
the various stages of social development from infancy to adolescence.
“Social
Growth during Infancy”
The following observations are generally true
for the majority of children. Variations in many individual cases are, however,
very likely to occur, due to individual, cultural, ethnical and racial
differences. The reader is reminded that an uncritical and dogmatic acceptance
of the material presented in the following pages will not be of much value. It
is up to the discretion of a teacher or parent, therefore, to judge the extent
to which the descriptions of the social development of children given in this
chapter are applicable to a child or the group of children that he desires to
understand and guide. It has now been realized that the first two years of life
are extremely significant in the social and cultural development of the child.
Freud* insisted that the early years were predominantly responsible for an
individual’s basic social attitudes, out looks and adjustments.
“Beginning
of Social Behavior”
Very young infants seem to live a sort of a
vegetative existence. Like the plants they are concerned almost exclusively
with the gratification of their bodily wants. The infant is dependent upon
other people for the satisfaction of his bodily needs. He soon begins to
respond to those people around him who look after him. At the time of
satisfaction of his bodily needs the mother, the nurse, the servant or some
other adult is always present. The sight or sound of the presence of these
adults, therefore, becomes capable of evoking a social response in the child which,
at this stage, is usually turning eyes towards them, looking at them and, if
possible, talking to them in his own manner. Such are the earliest beginnings
of social behavior in infants. Early social growth is also dependent upon the
development of such abilities as those of attention, perception, discrimination
and upon the occurrence of suitable experiences favorable to social growth.
By the time the child is two months old further
reinforcement in social responses to other persons takes place. Most infants of
this age seem to smile when they behold some familiar person. A little later
many infants are found to be capable of turning their head and eyes towards the
direction of the sound of a human being.
“Difference
Facial Expressions”
At the age of three or four months an infant is
usually unable to differentiate kind and angry looks, tones and gestures.
Towards the end of the fourth month, however, he shows distinct signs of
differentiating the facial expressions of people around him. By the fifth month
the infant develops his powers of attention and observation to such an extent
that he can observe the face and note some changes, if any, on it. If an adult
scolds him or addresses him with a threatening gesture be may cry. Between the
8th and the 12th months an average infant seems to
understand fairly better an unfriendly appearance, angry tone or a threatening
gesture. The response of infant to the presence of adults and older children
has been observed at an earlier stage than their response to other infants of
the same age. This is most probably due to the fact that an infant usually
comes in contact with adults and older children (in connection with his care
and feeding) relatively much earlier than with the infants of his own age. Buhler
has conducted immensely useful research into the response of infants to the
presence of adults around them. The following is the summary of her findings in
this direction. These responses were observed in 60% or more of the cases
studies by her.
“Responses
of Infants of Adults”
|
S.No
|
Description
of the infant Response
|
Age in
Months
|
|
1
|
Returns glances of adults with smiling
|
1 to 2
|
|
2
|
Is quieted by touching
|
1 to 2
|
|
3
|
Cries when adult who is attending him leaves
|
2 to 3
|
|
4
|
Smiles back at adult
|
2 to 3
|
|
5
|
Disturbed when approached
|
2 to 3
|
|
6
|
Returns approaching glance with “Jelling”
|
3 to 4
|
|
7
|
Displeasure when loses glance of adult
|
3 to 4
|
|
8
|
Quieted by caressing
|
4 to 5
|
|
9
|
Disturbed by sight of people
|
4 to 5
|
|
10
|
Striving for attention by “Jelling”
|
7 to 8
|
|
11
|
Stretches out hands towards adults
|
7 to 8
|
|
12
|
Cries when adult stops talking
|
7 to 8
|
|
13
|
Strives for attention by movements
|
8 to 9
|
|
14
|
Pulls on the clothes of adults
|
9 to 10
|
|
15
|
Offers adult an object
|
9 to 10
|
|
16
|
Imitates movements of adults with a play
thing
|
9 to 10
|
|
17
|
Organized play activity
|
10 to 11
|
Infants of 4 or 5 months seldom seem to be
aware of the presence of other infants even when they are very near each other.
As they grow older they show distinct signs of acknowledging the presence of
each other. Buhler found that 60% or more of the infants that she studied
showed the responses mentioned in the following table:-
“Responses
of Infants to other Infants”
|
S.No
|
Description
of the Infant Response
|
Age in
Months
|
|
1
|
Observes other child
|
4 to 5
|
|
2
|
Smiles at other child
|
4 to 5
|
|
3
|
Cries if other child receives attention
|
8 to 9
|
|
4
|
Offers toys to other child
|
8 to 9
|
|
5
|
“Lulls” to other child
|
8 to 9
|
|
6
|
Imitates movements of another child
|
9 to 10
|
|
7
|
Opposes toy being taken away
|
9 to 10
|
|
8
|
Organized play activity
|
10 to 11
|
|
9
|
Strives for attention by means of “Jelling”
|
10 to 11
|
|
10
|
Ill-humor if another child moves away
|
10 to 11
|
|
11
|
Setting aside toy and turning towards another
child
|
11 to 12
|
“Varieties
of infant Social Behavior”
With increase in age, infant social behavior
displays considerable diversification. Buhler classifies infants into three
varieties on the basis of their social behavior.
(1)
The Socially Blind.
(2)
The Socially Dependent, and
(3)
The Socially Independent.
Some infants have been found to be
characterized by a marked indifference towards the presence of other infants.
They tend to take no interests in the movements, activities, etc. of other
infants around them. They move about, smile and play without displaying any
interest, emotion or regard for the person or activities of other infants. Such
a behavior Buhler terms as social blindness.
The socially dependent child is one whose
behavior is largely conditioned by another infant. He may watch or show signs
of interest or even copy the behavior of another infant. Unlike the socially
blind infant he does not remain indifferent towards infant.
The socially independent infant is conscious of
the presence of other infants. He responds to their presence and watches their
activities. Unlike the socially dependent infant, however, he does not show any
dependence upon other infants. He mixes with others and plays with them but
does not display any shyness, timidity or dependence. He rather behaves as an
independent person and even asserts himself as a leader when in the company of
other infants. Buhler believed that children from 6 to 18 months of age possess
these three varieties of social behavior in varying degrees.
“Social
Development during Early Childhood”
The early childhood period is the nursery and
infant school period, ranging approximately from 2 to 6 years. During this
phase social development continues to be as dramatic as it was during infancy.
The child is rapidly maturing physically. Due to the widening of his social
horizon the pace of learning also increases very rapidly. These factors make a
significant contribution towards his social development which is very marked
during this stage.
“Development
of Social Habits”
The importance of this period in the social
evolution of the child cannot be exaggerated. Social habits developed during
this period may become so firm that modification at a later stage might be
exceeding difficult or even impossible.
“By the age of 3 or 4” writes Pressey and
Robinson “some childhood personalities are already clearly recognizable__ some
as fretful and others gleeful, some placid or quiet and other restless or
assertive. By these ages some babies have so well learned to get their way by
temper tantrums that years later they use similar techniques in managing their
mates. Spoiled 4_years old grow up to be willful adults. A child who has lived
in a quarrelsome home or has been constantly shouted at and yanked about for
the first six years of his life is likely to have established attitudes of
cringing timidity or callous, noisy, self assertion which continues of cringing
timidity or callous, noisy, self assertion which continue for years thereafter.
In almost all such cases, wise handling during the pre-school years could have
prevented the unfortunate outcomes.”
“Association
with others”
Due to the expansion of his environment the
child’s interests in other children increases still further. There is a rapid
enlargement in the sphere and rise in the frequency of his social contacts.
From a complete self centeredness the child now develops an interest in his
self in association with others particularly the children of his own age.
“He becomes a member of a small world of
children” says Murphy, “all near his own age, although differences in age may
vary with the arrangement in different groups. This world of children
furnishes, from this time on, a major part of his social diet; he is constantly
assimilating this, by direct imitation of patterns of other children, by
spontaneous reaction to things which they do or to situations which they
create, by resistance to this pressure, by repeated experience of tensions
around by their mere presence.”
“Formation
of Friendship”
In the beginning children are socially neutral.
They are neither friendly nor unfriendly. Development of friendly behavior at
this stage is largely dependent upon children’s experiences of situations
yielding satisfaction, comfort and pleasure. Such experiences help them to
develop into friendly boys and girls. On the contrary factors which cause
anger, displeasure, pain or irritation prevent the formation of friendly behavior
among children.
From the general affectionate way the children
are usually treated in most of the home we would expect the majority of them to
develop into friendly persons. In most homes children are properly looked after,
fed, clothed and comforted. Whatever the economic status of the parents every
possible effort is made to relieve them of their pain and to promote their wellbeing,
contentment and happiness. These factors must naturally result in the
development of cheerful and friendly behavior among children with such homes.
On the other hand those unfortunate children whose early experience with people
at home and in the neighborhood are marked by roughness, callousness, pain and
abuse have lesser chances to develop into friendly adults.
“Standards
of Chum ship and Friendship”
Young children are mostly home centered. They
usually do not like to move about far away from their homes. Their early
friendships, therefore, are usually limited to the children of their own age
groups residing in the vicinity of their own homes. Children generally prefer
to associate with those children who like to do the same things. Religion, color or financial status does not
enter into the playful behavior, group formations and friendship of children at
this stage. Their standards of friendliness and association are entirely
different from adult standards. Ability to become a member of the group, feel
interested and take a role in its activities__ these rather than sex, religion,
color and economic status determine their selection of friends and the one
special chum. Usually a child of three or four develops a strong attachment for
some child living in the neighborhood. He then desires to be with him for as
much time as possible. They are often seen together moving about in the
streets, arm in arm, playing the same games and sharing their eatables. Chum ship
at his level is often temporary, lasting for a few days or a few weeks.
“Changes
in Playful Behavior and Choice of Games”
Round about the age of 2 years parallel play is
very common. In such play the child plays with his own toys and prefers to
carry on with his own activities by himself even though seeming to enjoy the
close proximity of another child equally engrossed in his own separate
pursuits.
By the time he is 3 or 4 years of age, however,
parallel play is replaced by cooperative play. Children now become very liberal
and generous with their toys. They want to share them with others and to join
them in playful behavior. The games children play at this stage have simple and
few rules. They generally abide by them especially when an adult supervises
their play. Playing of complementary roles such as mother and child, doctor and
patient, teacher and pupil, shopkeeper and customer, master and servant, etc.
are very common at this developmental phase.
“Growing
Sex Consciousness”
Another characteristic development during the
early childhood period is increasing sex consciousness. Small children become
exceedingly aware of their roles as members of a particular sex. They usually
choose their play mates from members of their own sex. Boys are more likely to
mix with boys and girls with girls. Acute sex preference and even sex rivalry
is frequently observed at this stage. Children, for instance, resent very much
if they are asked to play a role typical to the opposite sex.
“Increased
Grasp of Language”
The pre-school child speedily acquires the
command of speech and of the basic syntactical forms of language. Language
development influences his social growth profoundly. Through language he expresses
his thought and feelings of others. Through the same medium he understands
their thought and behavior. Language, thus, enables him to understand and be
understood. The older pre-school child, for
instance is more likely to ask for what he wants rather than to cry, point out
or grab. As the child grows older, the use of violent physical attack as a
means of clearing away obstacles and settling disputed issues with pals and
adults decreases very considerably. Using words, criticizing, calling names and
other forms of verbal attack now become more frequent. In certain segments of
our population, however, especially among poor people and slum dwellers,
physical fight still remains the children’s means of settling disputes and
wining prestige among peers and chums. Buhler’s three fold classifications of
infants mentioned earlier is also applicable to the early childhood period.
Socially blind or indifferent children, however, are rare at this stage. One
might come across a few children whose behavior seems to be very little
affected by the presence or activities of others. Social dependence and social
independence may, however, be quite pronounced at this stage. But most of the
children are neither too dependent nor too independent socially. They rather
fall to an intermediate level, combining both of the two traits.
“Self-Care
and Social Responsibility”
Progress in self-care is also usually rapid at
this developmental level. By the time the child enters school he can normally
dress himself, at least partially, if not completely. He can also feed himself
and take care of his toilet needs. If informed, he can remember the placement
and location of different household materials and things of everyday use, etc. In
lower class families children of this stage even learn to mind babies, assist
mother in household chores, go out in the streets on short errands, look after
the family cattle and even become a source of some help to the family in
financial matters. The degree of self-care and sharing of social obligations
which a child attains at this stage, however, varies from place to place and
from culture to culture. Even in the same country and the same cultural region,
economic factors, social conventions and family traditions become responsible
for affecting the level of social attainment of the child in this direction.
“Measuring
the Social Development of Pre-School Child”
According to Bridges a child’s level of social
development can be measured. She has devised a scale for this purpose which can
be used on children ranging from 2 to 5 years of age. This scale consists of two
sections. One section deals with the measurement of the social development of
children with reference to their relations with other children. The other
section pertains to the same development regarding children’s relations with
adults. The former section contains 50 and the latter 35 items. The measurement
is made of the extent to which a child ‘has’ or ‘has not’ a particular given
social trait in relation to other children or adults. The first 30 items in the
scale of their relation with other children are reproduced below. Those items
which have proved more significant are marked with an asterisk.
“Relations
with Children” “The Child ‘Has’ or ‘Has Not’ ”
The desirable social adjustment can be measure
in terms of the extent to which a child has rather than has not the
following:--
(1)
Played with another child.
(2)
Spoken to another child.
(3)
Occasionally made social contact by touching or
pushing a child.
(4)
Imitated other children’s actions.
(5)
Imitated children’s laughter.
(6)
Imitated children’s words.
(7)
Often spoken to other children.
(8)
Originated new play activity with another
child.
(9)
Joined group of children in play.
(10)
Sought another child’s approval.
(11)
Asked another child for help.
(12)
Always given up toys at fair request.
(13)
Usually waited turn.
(14)
Tried to defend own right.
(15)
Pointed to others’ errors.
(16)
Tried to help others.
(17)
Stopped work to aid another child.
(18)
Comforted another in distress.
“The
child ‘Has Not’ or ‘Has”
The desirable social adjustment in this case
can be measured in terms of the extent to which a child ‘has not’ rather than ‘has’
the trait mentioned below:-
(19)
Turned away to avoid another child’s friendly
advances.
(20)
Usually stayed out of group marching or games.
(21)
Claimed others’ toys.
(22)
Interfered with other’s work.
(23)
Destroyed other’s work.
(24)
Created disorder in group or led others into
mischief.
(25)
Frequently pulled or pushed others.
(26)
Frequently complained of others.
(27)
Harassed new child by scoffing or shunning.
(28)
Hit or pinched others for fun several times.
(29)
Bitten or spit at others for fun.
(30)
Teased in other ways causing irritation or
discomfort.
Each item has one score. Each ‘has’ from items
1 to 18 gives the child, one point. Similarly each ‘has not‘for items 19 to 30
yields him one point. A child’s total score can be summed up and compared to
the scores similarly obtained from other children.
The Bridges’ scale has been found to be
extremely useful in making quantitative measurements of children’s sociability.
It may, however, be remembered that though very helpful the scale cannot be
relied upon uncritically to measure the social behavior of all types of
children. Individual differences in the
social behavior of children are bound to occur.
“Social
Standards of Children and Adults”
A child’s social standards differ considerably
from those of the adults. The child is usually an extremist. In matters of
right and wrong he tends to drift away from the middle course. To a child there
is no neutral grey in conduct. He generally thinks in terms of pure white and
pure black. He generally thinks in terms of pure white and pure black. He is an
all-or- nothing type. When, for instance, a child hears his parents admonish
him to speak the truth he takes this literally. He will tell the truth even in
certain exceptional cases when it might be desirable to withhold the truth for
its expected bitter and undesirable consequences. But when he sees the very
adult authority who admonishes him to speak the truth violate it in certain
situations in daily life he considers him to be revoking his own edicts. Similar
other observations regarding children’s conduct reveal that they have a more
healthy and consistent moral and social code than the adults. It is the adults
who, by their inconsistent standards of thought and behavior, gradually mislead
the child and condition him towards developing into an opportunist.
“Social
Development during Later Childhood”
Round about the 6th year a child
starts going to school. Formal schooling provides a further impetus to his
social growth. The school offers all the thrills of a new environment. The
child meets a numbers of new children and a new adult authority in the form of
a teacher. This great expansion in his social world makes him feel the need of
learning the rules of playing the game in everyday social interactions. In the
beginning he might most probably feel confused at school. With increase in age
and experience, however, he seems to make a fairly remarkable progress in
assimilation of principles of social adjustment and harmony.
“Language
Development”
The language ability of the child also
undergoes marked extension at this stage. This results in still greater
facility to understand and be understood by others. Vocabulary grows at an
accelerated pace. Many abstract terms which the child vaguely understood or did
not comprehend at all at the beginning of this period are better understood by
the age of 12 years. Like other forms of
language, understanding of the language of facial expressions also improves
considerably. Recognition of certain vocal expressions e.g., joy, pain, fear, hatred,
etc. serves as an additional and an important step in understanding the behavior
of other people. Though development along these lines starts during infancy and
continues to adult years, it is more marked during the later childhood period.
In a study conducted by Gates, children from 3
to 14 years of age were shown a series of photographs of a woman whose facial
expressions were meant to represent anger, fear, surprise, scorn, pain and joy.
Results of the correct recognition by children from 6 to 14 years are
reproduced in the following table:--
“Correct
Judgment of Emotions”
“Percentage
Correct for Photograph Showing”
|
Age
|
No of Children
|
Joy
|
Pain
|
Anger
|
Fear
|
Scorn
|
Surprise
|
|
6
|
59
|
89 %
|
60 %
|
40 %
|
17 %
|
02 %
|
02 %
|
|
7
|
55
|
94
|
72
|
52
|
10
|
04
|
00
|
|
8
|
58
|
90
|
43
|
61
|
32
|
08
|
00
|
|
9
|
39
|
95
|
64
|
72
|
46
|
10
|
05
|
|
10
|
28
|
100
|
64
|
82
|
57
|
42
|
04
|
|
11
|
44
|
98
|
79
|
82
|
77
|
43
|
57
|
|
12
|
27
|
100
|
74
|
93
|
89
|
41
|
52
|
|
13
|
17
|
100
|
77
|
65
|
59
|
18
|
41
|
|
14
|
8
|
100
|
100
|
87
|
75
|
25
|
75
|
It is evident from the foregoing table that
with increase in age there is an overall increase in the ability to recognize
the significance of the facial expression of other people. It may however, be
remembered that this test is somewhat artificial. Actual facial expressions are
mobile and changing rather than static or fixed as in the photograph.
Furthermore, they are usually accompanied by certain characteristic vocal
expressions which serve as a distinct supplementary aid towards their
understanding. Emotional expressions on human faces in actual life situations
are clearer and relatively far easier to understand than those depicted in
still pictures. This factor suggests that the actual ability of the child to
recognize people’s facial expressions in real life situations might be much greater
and more advanced than that revealed by this test.
“Type of
Social Contacts”
The general trend of development of children’s
social contacts with others during this stage is towards friendliness,
sociability, cooperation etc. Shyness, timidity, isolation, etc., register a
marked decrease. However, extreme individual differences have been observed in
the nature and type of children’s contacts with other people. According to one type of classification
children’s social contacts have been divided into five main groups as
follows:--
(1)
The Protective Contact,
(2)
Devotional Contact,
(3)
Contact of the Leader Type,
(4)
Contacts of the Despot, and
(5)
Contacts of the Socially Unsuccessful Child.
(1)
The protective
Contact: This is the type of contact in which the shy,
submissive or unassertive child seeks the protection of the self assertive
child and attaches himself to the latter. If this association breaks up he
seeks the association of another self assertive child for a similar protective
attachment.
(2)
Devotional
Contact: A child might become the object of devotion
with a child or group of children. The groups might feel attracted towards him
because of his gentle, cheerful and friendly disposition, attractive
appearance, charming manners, etc. This type of contact may be termed as
devotional contact.
(3)
Contact
of the Leader Type: This is a kind of contact wherein a group of
children become associated with a child displaying qualities of leadership.
(4)
Contacts
of the Despot: This type of contact is based on dictation and
force. A despotic child, often a bully, asserts himself over others who are
either physically weaker or less self assertive. Despotism, however, tends to
diminish as children progress in their school life. They soon discover that
force as a controlling factor is socially unacceptable. Most of the children,
therefore, soon give up the social contacts built on this basis.
(5)
Contacts
of the Socially Unsuccessful Child: A child with some physical defect or deformity,
ill-cared, mishandled or badly neglected at home, belonging to a poverty-
stricken, immoral, vicious or criminal family has more chances to develop into
a socially unsuccessful type. He is suspicious, jealous, brooding and
introvert. Such a child is most liable to become a nuisance at home and a
trouble maker at school. If proper guidance is not available during early years,
such a child might develop into one of those antisocial adults who delight in
bringing pain and unhappiness to the persons they come in contact with.
“Social Impact of the School”
During early childhood a child’s range of
contact is narrowly confined to his immediate neighborhood. Accordingly chum ship
at this stage is largely determined by proximity. On entering school, however,
this narrow neighborhood centeredness wanes away. The child’s social horizon
widens immensely. From now onwards, chum
ship and friendship rises above the limitations of nearness in space. Friendly
contacts now begin to be formed on much wider base. Children often prefer to associate with those
children, whether living near or far away from their homes, who are quiet, self
controlled, physically strong, healthy, smart, good looking, studious,
interesting, responsive, etc. They mostly avoid the company of the physically
deformed, silly, dull, and educationally backward children. Closeness in
neighborhood may still continue to be a basis in friendship because it provides
better opportunities for acquaintances and more intimate understanding. But the
general spirit of children’s companionship, friendship and group formation
rises above the early limitation of neighborhood predominantly because of the
great social impact of the school and its expanding sphere of fascinating activities.
“Shift towards
Group Play”
As he enters into childhood leaving infancy
behind him a significant change takes place in the kinds of playful activities
that appeal to a child. This is yet another indication of his social
development. As we have seen, to start with the baby prefers to play all alone
with his toys. At 3 or 4 years of age children are often found playing simple
games together. With the advent of the school age, and more particularly as the
teen age approaches they show a definite shift in preference for those games
which involve cooperation with a number of other children. They now usually
like to play a game which obliges them to abide by certain rules and
regulations of procedure. This growing shift towards group and organized play
is a marked proof of the fact that the child is rapidly maturing in social
understanding.
“Group
and Gang Formation”
During the years from 6 to 12 the tendency
towards group formation is also on the increase. Common interests and activities,
similarities in mental and chronological age, scholastic, athletic and
recreational interests, etc. are some of the factors underlying the formation
of groups. The earlier groups are smaller in number while the groups formed at
a later stage of childhood are usually much larger. From the age of 11 to about
14 years children’s tend to expand very rapidly. They also become highly
organized. This period of child life is “the gang age” proper. Such
preadolescent’s gangs are more commonly formed in the western countries. Their
most common characteristics are their strange and suggestive names, secret pass
words, badges rules and regulations, code of discipline and dues for
membership, special places and scheduled times for meeting, lists of members
and office holders, vague or specific and definite purpose and scope, field and
the manner of operation, etc. Loyalty to the gang now becomes so intense and
vital that the child regards the success or failure of the gang as his personal
success or failure.
“The
Gang Life”
Leadership of a gang is usually assigned to a
member on the basis of certain outstanding qualities appreciated and admired by
other members. By the age of 10 or 11 boys usually feel much interested in
sports. The gang leader, therefore, must be good at sports. As they grow older
changes begin to appear in the qualities children admire in their gang leaders.
There are certain abilities, however, which make the leader at any age
whatsoever. In the nursery, primary or high school, college or university, or
even in a profession or any other field of adult life, these qualities are
universally admired. Some of these qualities are initiative, organizational
ability, interests common to the group, tact, insight, foresight, and enough
superiority along certain lines to differentiate the leader from the rank and
life of the gang.
“Effects
of Gang Participation”
Perhaps the best account of gang life has been
presented by Thrasher in his enlightening book ‘The Gang’. This study was
conducted on more than one thousand juvenile gangs in the city of Chicago. Thrasher believes that gang activities need
not be socially undesirable as commonly feared by parents and teachers.
Participation in a gang may rather train a child in habit of leadership,
cooperation, competition, striving for a purpose, etc. “A boy” says Thrasher “is
formed by the discipline the gang imposes upon him. He cannot be studied
intelligently nor understood apart from this social role”. The phenomenon of
“bosom friendship” is also characteristic of the gang age. Experience of gang
membership increases children’s capacity to develop still further intimacy in
personal relationship. These early social contacts formed in their gang may
last for the entire life span of the individual. Participation in gang life
also improves their ability to function as a member or a larger group in later
adult life. The very ideals, modes of operation and experiences basic to gang
formation at this level may serve as useful and
practical aids in the formation of later social, cultural and
professional organizations. The early gangs are, however, also liable to
develop into mobs of delinquents, antisocial and criminals in adolescent and
adult life. Parents and teachers must, therefore, be critically watchful of the
formation and activities of these early gangs.
“Children’s
Conflicts”
The social development of children is not
always a smooth and harmonious process. Even at early infancy disagreements and
unpleasant relations among children can be frequently observed. One infant may
enjoy an activity which might be distasteful or painful to another. This might
lead to a petty conflict. Conflicts
during infancy, however, are relatively short in duration. In a study conducted by Bridges it was found
that children in nursery school between 2 and 5 years of age are socially
indifferent at first. They then show self assertiveness and interfere with the
liberties of others. Finally, many of them come to show considerable regard,
sympathy and affection towards other children. Conflicts and clashes continue to occur at
childhood level too. Conflicts in later childhood, however, are relatively
complicated and longer in duration than those taking place among the pre-schoolers.
The factors causing conflicts are much the same as those operating at infant
stage, e.g. activities in games, dislikes, rivalries, jealousies, hatreds,
self-assertive and bullying behavior, misunderstandings, affronts etc.
“Behavior
in Conflicts”
The age and developmental status of the child
determines mostly his behavior in conflicts. The common responses of younger
children during conflicts are striking, hitting, pushing, biting, scratching,
angry crying, hurling, abusing, verbal retorting, verbal appealing to adults,
throwing sand, mud, stones at the others, etc. These manifestations are also
common among children from 6 to 12 years old. Fighting and exchange of abusive
language is also very common among older children in conflict with each other. Groups
and gangs of children may also come into conflict with each other. This
phenomenon is usually less frequent, minimal, among girls. But it is more
frequent among teen age boys. Disputes usually arise among groups and gangs of
boys over games, sports and contests. Sometimes animosities and rivalries of
elders are also reflected into children’s group conflict. Occasionally, gangs
of boys are even formed on the basis of the animosities of their elders.
Serious conflicts and clashes may then occur among these gangs at home, in the
school, the play field and the streets. Such conflicts occur more frequently
among the children residing in villages or in more primitive and less civilized
regions. Children must be trained to
live together happily. They must learn to settle their disputes and conflicts
in a friendly manner through discussions and debates, participation and
competition in sports etc. But a meticulous care and control by the teachers,
parents and other adult authorities in the matter of averting and settling
their conflicts is psychologically unwise. Socially over guided and
overprotected children are liable to remain ignorant of the art of self-
direction. They are deprived of the opportunity to get themselves trained for
independent, healthy, responsible and mature social living.
“Moral
Development of the Child”
Development in morality also shows considerable
progress at this stage. As the child grows older and his social experiences
accumulate over the years at school, his awareness of moral principles
increases. This theoretical increase in the knowledge of right and wrong,
however, does not seem to be necessarily correlated with corresponding
desirable increases in actual moral behavior. Hartshorne and May gave certain
tests in honesty to some groups of American children. It was found that there
was no difference in the incidence of cheating among the older and the younger
elementary school children.
“Sex
preferences”
The growing consciousness of sex observed in
the period of early childhood intensifies to a maximum degree in the pre-pubertal
period. Lehman and Witty studied the sex differences in play interests of
certain groups of American children. They discovered that such sex preferences
in play were most common between 8 and 11 years. Another investigator, Moreno
reports that a member of the opposite sex is seldom chosen as seat companion by
most of the school children. Boys seem to prefer the company of the boys
because of their common interests in games, sports, thrill, adventure, fun,
etc. They become more and more interested in activities involving roughness,
competition and adventure. Later on, money matters, wonders and properties of
the physical world around them etc. begin to fascinate them. The interest of the
girls’ groups tends to reflect a strong domestic influence. They prefer quieter
activities. As compared with the boy they are more passive and less competitive
in an aggressive manner.
“Strength
of the Early Sex Biases”
Both the boys as well as girls are so sex
conscious at this stage that if a boy of 11 or 12 feels enjoyment in the
company of girls, he is dubbed as a “sissy”. Similarly, a girl who prefers to
play mostly with the boys is nick named a “tomboy”. These early sex biases are
so strong that each sex tends to regard itself as superior to and more virtuous
than the other. It may be noted that the
early preferences of the two sexes for a member of their own sex is more
typical of the East, probably due to the eastern traditions and conventions
barring the free mixing of the sexes. Nevertheless in the West also, where
there are usually no social, cultural or conventional barriers to the free and
frequent mixing of the sexes and to their sharing the same interests and
activities, sex preference at this level are commonly noticed. This proves that
the sex preferences typical of this development phase are quite natural and
universal and not simply determined by traditions and conventions.
“Beginning
of Opposite Sex Attraction”
With the advent of teen age, however, the
rejection of the opposite sex begins to relax especially in the western
countries. Boys feel attracted toward girls and vice versa. This sex relaxation
occurs earlier in the case of girls than boys. In the East, however, the
biological urge of teenagers to mix frequently with members of the opposite sex
meets with strong opposition from society, which generally at all times
maintains a strict segregation of the sexes. These social bans on the
heterosexual mixing of teen-agers create a number of serious problems for
adolescents which need careful investigation by teachers and parents. Deen-e-Islam
provides the most rational and justified solution of this problem. Free mixing
of the opposite sexes or developing relations between opposite sexes outside
the limits laid down by Islam shall always have most serious negative impacts
on concerned individuals and the society as whole. The parents as well as
teachers must, therefore, make conscience efforts to separate the two in
perfect harmony with the teachings of our beloved Deen.
“Social
Development during Adolescence”
Adolescence is characterized by social
maturity. The march of the adolescent towards improved social behavior is,
however, a gradual process. Individual adolescents differ in the quality and
quantity of their socialization. Some adolescents achieve high degree of social
adjustment and maturity relatively earlier than is usually expected for their
age level. Others, finding the process difficult or even painful, show a slow
progress.
“Significance
of Socialization”
The significance of socialization during
adolescence cannot be over estimated. If adequate social opportunities and suitable
guidance are available the adolescent can acquire those healthy attitudes of
thought and behavior which are essential for efficient living. He may then
approach adulthood confidently and cheerfully. Varied social experiences and
adequate guidance at this phase of development enable him to develop realistic
understanding of his right and responsibilities in the world around him.
“Heterosexual
Development”
As we have already seen, during the later
childhood period, boys and girls generally prefer to remain apart from each
other most of the time. During adolescence, however, mainly due to marked
physical maturity, the two sexes become more appreciative of each other.
Adolescent boys and girls feel strongly impelled towards each other. Through
personal adornments, contacts, etc. they strive to attract each other’s
attention and affection. An adolescent boy’s sudden concern with his personal
appearance, his haircut, clothes, talk, gait, manners, etc. may indicate his
newly found interest in the opposite sex. Similarly, girls too appear to
exhibit interest in their appearance, make up, manners etc. Affectionate tones,
polite manners, extreme tolerance of the family habit and customs, imitation of
the beloved film actress, frequent and prolonged day dreaming, etc. usually are
the most common symptoms of girl’s consciousness of herself. She realizes that
she feels strongly interested in the fascinating world of interesting men
around her.
“Sexual
Hypocrisy”
It may, however, happen that, though an
adolescent girl feels very much attracted towards boys or a particular boy, she
conceals these emotions from everyone except her bosom girl friend. This
behavior is more common and pronounced in our present Eastern culture which
impose bans on the intermingling of the two sexes. Generally, we expect that a
young girl should display complete indifference towards the opposite sex.
Consequently, while in her heart of heart an adolescent girl might be yearning
for a boy’s attention, her overt behavior reflects apathy and indifference
towards all males. This apparent sexual hypocrisy, unless appropriately handled
and managed in light of the final universal guidelines provided by our Deen, is
liable to affect the social growth of our adolescent girls very adversely. Strange enough, however, our present culture
does not impose correspondingly severe restrictions on adolescent boys. Their
friendly approaches towards the opposite sex, though not encouraged by the
adult authority, are nevertheless not as ruthlessly censored as those of the
girls. However, opportunities to mix with the opposite sex are as rare for boys
as for girls owing obviously to the greater restrictions on the freedom of girls.
This environment requires a healthy change in light of the Divine guidance with
us for both the sexes. The plight of adolescent boys and girls living in the Eastern
countries, therefore, is more pathetic than that of those living in the Western
countries. The former, therefore, are bound to spend their adolescence in a
more bewildered and confused state than the latter. It is a real challenge for
the parents as well the teachers. We have no other option but to intelligently
follow the guidelines of our Deen in this regard.
“Occupational
Ambition”
Teenagers are overflowing with zest and
enthusiasm for life. They consider themselves to be fully grown up. They have a
craving to live their life autonomously and according to full- fledged adult
standards. Both the sexes, especially the boys, feel extremely concerned about
problems of acquiring money and earning a decent livelihood. More practical
considerations regarding occupational ambitions are now seriously attended to and
special abilities or specific limitations of each individual for a particular
profession are carefully analyzed. All sorts of hurdles and obstacles which are
usually associated with an occupation are thoughtfully considered.
Opportunities of future success and possibilities of failure are also fairly
carefully weighed before adopting a profession or a calling. There is a marked
change in the preference for membership of groups, societies and organizations
at this stage. Organizations with predominant economic and professional bias
are usually preferred for membership to those which provide only fun and
recreation. The main motive stimulating the occupational ambition typical of
this developmental phase are the desires to become self sufficient
economically, to marry, to settle down comfortably, etc.
“Leadership
in Adolescence”
Intelligence, special skills and aptitudes are
much prized possessions of youth. Leadership among the adolescent usually goes
to those boys and girls who possess good health, vigor and vitality, sense of
group loyalty, enthusiasm, sportsmanship, tact, skill, initiative, versatility,
organizational ability, originality, sympathy, courage, poise, balance, etc. An
adolescent lacking in these virtues has little chance to be accepted as a
leader by his associates. If he is witty, can sing well, is humorous and
skilled in the art of caricature he proves a still better leader because of
these additional qualities so much admired by adolescents. Yet all adolescents
are not sociable. There are certain isolated adolescents who become unpopular
among their school mates. Usually their unpopularity is based upon certain
qualities in them which are contrary to the ideals and standards of
adolescence.
“The
Adolescent and his Family”
Adolescents are usually very attached to their
families. Their sense of family loyalty is so strong that they will not allow
even their bosom friends to criticize their family behavior or attitudes. Later
on, when they start revolting against the family convention and discipline,
they still get enraged if an outsider makes an adverse comment regarding their
family behavior or attitudes. The family of the adolescent might cause him much
concern and anxiety. The adolescent considers himself to be an autonomous adult
always wanting to try his wings and explore the unknown. He yearns to think and
behave absolutely independently in all fields of life. To his parents, however,
he is still a child who needs attention and guidance. Parents and teachers seem
all too fond of imposing a number of strict precepts, rules and regulations
upon the adolescent which they usually don’t seem to be following themselves.
Adolescence, as we have seen, is a period of great “storm and stress”. The
emotional storm raging inside an adolescent is all the more intensified by
these unrealistic dictates of the adults. The adult authority, therefore, should
avoid imposing too many Do’s and Don’ts on the distressed adolescents who are
already struggling hard against their gigantic developmental problems.
“Drift
towards Crime and Immorality”
Often the adolescent is so enraged by the rigid
and unrealistic precept and comments of the adults that he feels thoroughly
embittered and utterly frustrated. He might then become cynical and ruthlessly
critical of the social and moral codes of the school and the home. This
rebellion, strengthened by other internal and external factors, might lead him
to flout the law and the social conventions. He may thus feel impelled towards
delinquency, immorality and crime. In the case of such an unfortunate
development the young boy is often found guilty of offences against property.
In the Western countries girls in similar situations are correspondingly found
guilty of sex offences. Due to the greater cohesiveness of our home life,
however, and to the fact that our present culture gives relatively much less
sexual freedom to girls, the latter are not much prone to resort to delinquent
behavior of the sexual type in frustrating situations.
“Need
for Analysis and Understanding”
Adolescent boys and girls hate impositions of
curbs and restrictions on their movements. They yearn for indefinite and
unlimited freedom of thought and behavior. During the years from 13 to 19 one’s
consciousness as an independent social being reaches its apex. Individual
adolescents might differ from each other regarding the exact time at which they
develop this acutely strong self consciousness and social sense. It is,
however, bound to appear and to assert itself very strongly in their
development sooner or later. The problems consequent upon this delicate and
vital social development need careful analysis and sympathetic handling by
teachers and parents. This task is very difficult. Yet a scientific analysis
and a sympathetic understudying alone can tow the disturbed adolescent to
safety during the turmoil of this stormy period.
“Educational
Implication of Social Development”
From the foregoing discussion it must have
become evident by now that the social growth of the child is a very significant
process which cannot be ignored by the teaches and the parents without inviting
serious difficulties. A child’s social health affects his entire life,
including his scholastic achievement. A school should, therefore, endeavor to
provide adequate and ample opportunities favorable to the social growth of the
child. It should aim at creating such a healthy atmosphere in and outside the
class room that every child feels it convenient, pleasant and desirable to
develop satisfying social relations with all those with whom he comes in
contact.
“Social
Growth and Class room Activities”
The most important requirement of a class room
is that it should enable the child to feel at home in it. By his general
attitude the class teacher must aim at promoting a feeling of security in the
mind of the child. Each child should be helped to develop healthy and desirable
relation with his class mates. He should be stimulated to participate in the
group activities in and out of the class room. The aim of all education is to
develop in the child useful knowledge, skills, habits and attitudes that are
fundamental to effective and successful social living. The teacher should,
therefore, take care that he imparts knowledge in an interesting and
stimulating manners so that the child does not develop the feeling that some
highly unpalatable and merely bookish stuff is being externally injected into
him. Whenever possible the teacher should endeavor to bring out the social and
cultural implications of the various subjects taught in the class room. Similarly,
training the child in a skill in a particular field is also socially very essential.
Each child must be motivated to take interest in a practical, scientific,
mechanical and technical subject. Such an early practical bias eventually
enables him to develop a taste for a useful skill. Mastery over a particular
subject and the allied technical skill is not only economically paying but also
socially very helpful. It also aids a child in making and maintaining desirable
social relations throughout adult life.
“Need for
Individual Attention”
School is the best place for a child to acquire
socially desirable habits and attitudes. Different children react differently
to the same class room situations. Individual attention is needed in guiding
children effectively. The aggressive child must be taught the art of submission. The shy child needs opportunities for self
assertion. The delinquent child needs to be introduced to the desirability of
respecting the law. Unless these opportunities are forthcoming the child has
little chance to develop into a socially healthy adult.
“Wider
Socio-Cultural Activities”
Adequate provision of wider socio-cultural
activities is as fundamental duty of the school as the imparting of bookish
instructions. Children must be stimulated to develop keen interest for hobbies,
indoor and outdoor recreations. Group play and other organized recreational
activities play a vital role in socializing a child. It is mostly through these
recreational activities that the child makes contacts with other children. He
learns to abide by the rules of the game. He receives training in the art of
getting along with others cheerfully. An experienced teacher may use his own
discretion in selecting the kinds of cultural and recreational programs which
are best suited to the developmental level of the children he teaches.
Organization of clubs, camps, groups and
societies is also very essential for the social health of school children. The
establishment of small literary and social groups, educational films and dramas
clubs, Boy Scouts troops, Girl Guide groups, Camp Fires, etc. provides an
extremely wholesome social diet for the school child. Participation in such a
group life at school level has an extremely desirable effect on the development
of a child’s character and personality.
“Combining
Direction and Freedom”
While organizing such groups in the school the
teacher should concentrate on certain important conditions which are essential
for their effective functioning. Two such conditions are:--
(1)
The teacher should never leave the activities
of these organizations entirety in the hand of the children themselves. A
judicious guidance, advice and direction of the programs by the teachers is
always helpful in getting the maximum social gain out of these groups
activities.
(2)
Nevertheless, sufficient liberty and freedom
should also be entrusted to children to manage these group organizations.
Besides yielding them immense pleasure this will also satisfy their desire to
direct their own affairs.
In fact the socializing aim of a group organization
at school can only be fulfilled if the wise teacher is able to strike a healthy
balance between these two essential requirements__ direction and freedom.
“Personal
Relationships”
Healthy interpersonal relations have also
immensely useful value in the social education of the child. Social growth has
little chances to flourish if healthy and satisfying personal contacts and
relations are denied to an individual during the early stages of his life. For
a smooth social development of the school child, healthy personal relations
between pupil and teacher, and teacher and parents, therefore, are absolutely
indispensable.
“Pupil
Teacher Relations”
Much of the success of school programs depends
upon the personality of the school teacher. It he is cheerful, friendly and
stimulating every child feels attracted towards him. Whatever the nationality, race,
religion or culture of the child, he would invariably like and respect a
teacher who possesses these traits. On the contrary a teacher who is
unfriendly, harsh, ill-tempered and callous is simply hated by the children.
This latter type of an undesirable teacher might be more qualified academically
for the teaching of some school subject than a lesser educated school teacher
who is socially healthy and stimulating. The chances are that the children will
learn more from the latter than from the former. A teacher must, therefore,
avail himself of every opportunity to develop desirable personal relations with
his students in the class room as well as outside of it. If he pays sympathetic
attention to the difficulties of the individual child, is friendly and
cooperative in his general behavior in the class, relies more on understanding
children’s difficulties than punishing them ruthlessly, he will develop a close
personal relationship with the children. Such a personal relationship proves beneficial
for both the teacher and the pupil. It is conducive to better class teaching
because it makes the children attentive and responsive. Its utility in
promoting the social health of the school child is self evident.
“Out of
School Contacts”
A teacher may also take personal interest in
children’s activities in the play field. If he finds time to meet them in and
out of the school sudation he cements the personal relationships still further.
Going to picnics and excursions with children, attending camp fires, fairs etc.
with them visiting their homes occasionally are some of the very pleasant, most
effective and unfailing ways of developing personal contacts with the children.
Such out-of-school personal contacts make the child realize that after all the
teacher too is a human being. He starts looking towards him as a friendly adult
who is keenly interested in his personal welfare. True, owing to personal
problems, financial worries, emotional difficulties and the growing wave of
frustration which has gripped our teachers perhaps more tightly than any other professional
guild, the pursuit of these ideal programs does not seem to be very
practicable. Nevertheless a teacher must never forget the basic truth that
neither effective class instructions nor the social health of the school
children, nor even his own personal satisfaction and happiness, have any chance
to flourish without the existence of such personal relationships with the
children. The task is stupendous, no doubt! Yet where there is a will there is
a way.
Parent
Teacher Relations”
School, however, is not solely responsible for
the social health of the child. Much depends on the home where the child spends
most of his time. Parents, therefore, should also feel their responsibility
towards the social education of their children. Though both the home as well as
the school is genuinely intersected in the welfare of the child, each looks at
the problem from a particular point of view. What is needed is a close cooperation
between the two. The parents should appreciate the effort of the teacher in
imparting formal and informal education to the child at the school. They should
realize the shortcomings and the handicaps of the teacher with regard to such
matters as paying a sufficient amount of individual attention to each child,
handling their emotional problems effectively, etc. Similarly, the school
should endeavor to understand the parents’ point of view and their overwhelming
anxiety for the betterment of their children. Such mutual understanding and
cooperative effort for the benefit of the children is bound to turn them into
better pupils at school, better children at home and useful members of the community
in later adult life.
“Parent
Teacher Association”
To promote such a co-operation between the home
and the school, establishment of a Parent Teacher Association can prove very
helpful. Such an association could be organized at a school by inviting the
parents to come over and to discuss the matters of mutual interest with the
teaching staff. At such meeting both the parties could make every effort to understand
and appreciate each others’ endeavors for the welfare of the child. They could
survey the magnitude of the hurdles and the obstacles involved in the gigantic
process of child education. Such a close collaboration could enable them to
work out an effective plan for the betterment of the child. They could then
work together and share and supplement each others’ responsibilities for the
common good __the balanced education of the child which includes social
development as an integral part.
Comments
Post a Comment