Construction Of Self-Hood Mead

“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',

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:

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

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

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

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.

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 was a philosopher known for his ideas on how children understand roles and themselves in those role. Through his work he found that the self comes from society interactions when we are young. Though Mead’s work seems almost like a rewording or rethinking of Jean Piaget’s theory of the four stage of cognitive development or Sigmund Freud’s theory of Id, Ego, and Superego; Mead’s work is original and the similarities can be dismissed by what was going on at that time period. Mead’s work was the foundation of the symbolic interactionism theory, his three main concepts of that approach are preparatory, play, and game stage, and his theory can be seen in actions by gender roles.

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.

Mead theory of The Genesis Of The Self is my favorite work of Mead and it basically explains how the self develops out of the growing ability in childhood to take the role of the other. Mead clarifies how children develop this skill through playing and how child play at the level of simple role-taking is the first stage. Then it sets up for the next stage which is

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.

During DJ’s observation we witnessed him being very playful with other classmates. He seems to always want to be the one to choose the game and organized it by who can play. DJ picks games where more than 2 people can play. The games are very organized to where everyone has to take turns. Representational mapping is the category we believe he fell under. DJ was very organized with his games, he would choose people to play in the games. While watching DJ play he 's very active and likes to talk a lot. When talking to his friends he mentions all the fun cool things he 's able to do by running fast, he can make it to the next corner in just three seconds. He tries to show the kids the things he can do and it quickly becomes a competition with the boys. DJ is very friendly with his classmates and takes turns when told. However, when DJ picks a game and he gets out he 's not too happy. He starts to throw a little fit. His fits consist of him complaining about how it 's not fair, how classmates cheated and then he stomps and starts to cry. At this point other teachers are trying to calm him down and or puts him in a corner. DJ is showing signs of contingent self esteem. As soon as he 's on a roll and shows the kids that he can play these games he 's happy. But once he gets out he quickly becomes sad and angry at himself showing that he is helpless. Most children around the age of six tend to feel this way. For example: children who are playing a game and don 't quite get the game

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.