Construction Of Self-Hood Mead

George Herbert Mead theorized that learning to take the role of the other entails three stages which are the ________, ________, and ________ stages.

4. According to G. H. Mead, children learn to take the role of the other as they model themselves on important people in their lives, such as parents. Mead referred to these people as:

“No tickets, for we are lost”, whispers the hoodlum youth as they ride the suburban train to the outskirts of Brisbane. This opening quote from the play Hoods signifies the attitude of teenagers whom wait at train stations, seen to be unseen and called the nobody’s of society. The two Hood members played by Jodie Le Vescont and Christopher Somers narrate the story 'Hoods' written by Angelia Betzien, directed by Leticia Caceres and composed by Pete Goodwin and afforded the ability to fast forward, rewind and pause time. It is an impressive theatre play, of three young siblings Kyle, Jessie and Troy waiting in a car abandoned by their mother, who frantically had to abscond after the abuse she obtained from her husband. The current issue of domestic violence is skillfully handled in this Epic theatre style play 'Hoods',

The birth of a child is thought of as beautiful- new life, new beginnings, and new experiences. In the novel The Scarlet Letter by Nathaniel Hawthorne, one child- Pearl- is anything but beautiful; she becomes a physical link in the town to her mother's sin. This sin conveys the young child as demon-like simply because of her lineage. The townspeople deem her unholy because she is unlike the other children who live "normal" lifestyles. Although Pearl seems to be rude, inappropriate, and defiant, she stands up for herself in ways that make her strong-willed, lively, and observant.

The first topic is situated cognition. Situated Cognition is learning by experience through locations and interactions. In Social Cognition, there is a pertinent terminology that connects with the board game. The term is enculturation. Enculturation is the process of behaviors instilled from the surrounding group. The reason why the board game connects to enculturation is that the majority of the players that play Betrayal at House on the Hill are new. To adapt to the game, there has to be a player who teaches you the game. The player that taught is Gavin. Gavin was the old-timer of the group because he has experience with the game. Gavin would teach the rest of us, the newcomers. We were newcomers because we have no experience with the game. Being presented with a new game is not a breeze. On top of that, the game is complicated. There are an abundant amount of rules, cards, and information players have to keep in mind; the game can become confusing quick. It takes a couple of tries before players get the grasp of the game. Players learn skills that the old-timer

The cycle of socialization is a process through which social identities are created, and in effect, each individual represents and is affected by their social identity. According to the cycle of socialization, the first stop in the socialization process is outside of one’s control—one is socialized even before they are born. Our social identities are predetermined, and we are born in a world with roles, rules, and assumptions already in place. Our family and role models teach these rules and roles to us, for they are the shapers of expectations, values, and norms. The first step in the cycle of socialization is directly related to mental models. In the beginning of the socialization process, we are taught certain rules and roles to

Mead developed the theory of the social self which is based on the perspective that self emerges from social interactions. During Mead’s time, other philosophers and sociologist believed that the self was based off biological traits. Mead, however believed that you were not born with a self, but it is developed over time through social experiences and exposer to different environments. “According to Mead (1934), the self is ‘‘a certain sort of conduct, a certain type of social process which involves the interaction of different individuals and yet implies individuals engaged in some sort of co-operative activity’’. Mead expresses, the full development of self includes two stages. The first a\stage is the organization of society’s perspective of the individual. The second stage is the organization of perspective of a social network that the individual is a part of. Three activities are responsible for the development of the self: language, play, and games. Self is developed through language because individuals interact with each other and respond using words, symbols, and gestures. Language can display a person’s attitude and judgement. For example, it reveals emotions such as anger, happiness, nervous, and sadness. Self is also developed through play because individuals could take on new roles and express themselves in a new way. During role-play, individuals can internalize their audience’s perspective and acknowledge how others feel about themselves if they are currently in that role. The third activity responsible for the development of self is games.

The first theory examined is Albert Bandura’s social cognitive/learning theory. A child does not automatically know how to interpret their environment, but they can learn about the world around them and how to manipulate their surroundings by observing people around them. According to Bandura (2002), “Viewed from the sociocognitive perspective, human nature is characterised [sic] by a vast potentiality that can be fashioned by direct and vicarious experience into a variety of forms within biological limits” (pp. 271-272). Although a large amount of learning from watching other people happens in childhood, a person can acquire new skills or knowledge at any point in their life with the help of other people.

George Mead theory of self is basically that the self emerges from interacting with others, that self is developed over time from social encounters and experiences self is developed by play.Later on games develops the self by allowing individuals to understand and follow rules, self becomes more stable and learns to view her/his self from other perspectives example the society's views, assume roles in the group. The generalized other is a generalized representation of the perspective of an entire group/ how the self thinks they are being viewed by the generalized other.Me mostly represents the learned behavior actions and attitudes and expectations of the “generalized other” , the me is considered a phase of self in the past. The I symbolizes the individual's identity in response to society or the generalized other. For example self will know how the generalized other wants them to act due to me but in I self can choose to follow or

This is also where Erikson believed the Oedipus complex or as Erikson preferred, the early generational complex is seen. At this time, the child experiences genital fantasies and feel an immense sense of guilt that further allows the child to develop a conscious (Engler, 2009). Therefore, this “Oedipal stage results in the development of a moral sense that establishes permissible limits and begins to attach childhood dreams realistically to the various possible goals of one’s technology and culture.” (Engler, 2009). Overall, the main concept of this stage as described by Erikson (1963), is the child’s ability to engage in cooperative play and have the ability to engage in purposeful action to later achieve major life goals. At this stage in my personal development, I engaged in cooperative play with children my age and distinctly remember playing games that revolved around things that were familiar and desired such as playing house, making dinner, and emulating goals I wanted to achieve such as playing Doctor and learning from my

George Herbert Mead ideas are widely known especially the theory of symbolic interactionism and his ideas about the main phases of child development (Giddens, Duneier and Appelbaum 84). Mead’s “symbolic interactionism emphasizes that interaction between human beings occurs

George Herbert Mead brought the life course to the sociological forefront when he coined ‘Social Interactionism’. While past theorists argued that personality and behaviour were biological, Mead emphasised the influence of cultural imitation (reference). He posited that people possess an ‘I’ and a ‘me’, with the former referring to the unconscious and internal thought and the latter referring to learned social behaviour. Mead claimed that the ‘I’ was inherent and motivated decision-making, but that the ‘me’ had to be constructed during childhood (reference). According to Social Interactionism, the external self is a reflection of what a social actor learns is appropriate from an early age. From the age of 6 to late childhood, children develop moral and social codes according to games and lessons from both peers and adults (reference). Above all, children are purely agents of mimicry and all behaviour is learned.

George Kelly’s Psychology of Personal Constructs indicates, “The sociality corollary states that people are able to communicate with other people because they can construe those people's constructions” . With the sociality corollary, Kelly introduced the concept of role, which refers to a pattern of behavior that stems from people's understanding of the constructs of others. Each of us has a core role and numerous peripheral roles. A core role gives us a sense of identity whereas peripheral roles are less central to our self-concept.

He theorized that three things helped developed a person’s self and they are: Language, Play, and Games. According to Mead,

Children pretend to be other people in their play and in so doing learn what these other people expect of them. Younger children take the role of significant others, or the people, most typically parents and siblings, who have the most contact with them; older children when they play sports and other games take on the roles of other people and internalize the expectations of the generalized other, or society itself.