Discussion: Aims Of Socialization - Professor Of Human Devel

Discussion Pse Aims Of Socializationprofessor Of Human Development Ja

Discussion: PSE Aims of Socialization Professor of Human Development James Garbarino asserts that for children's optimal well-being, current society must view childhood as the social space in which to lay the foundation for the best that human development has to offer. This statement gives rise to the questions: What are society's goals/aims for children? Who and what in society have the most influence on how successfully children achieve these goals/aims? Review the "Aims for Socialization" section (pages 41-48) in Chapter 2 of the course text. By Day 3 Post your thoughts with regard to: Garbarino's viewpoint as expressed in the quote. The aims of socialization (as referred to in your text) that you believe are the most valuable and why How you hope to help the children and families you work with in the future to achieve those aims.

Paper For Above instruction

James Garbarino's perspective on childhood as a foundational social space emphasizes the importance of nurturing the developmental potential of children within society. His view advocates for a societal approach that recognizes childhood as a critical period for establishing the components of human well-being. This perspective aligns with broader developmental theories that underscore the importance of socialization in shaping children's moral, social, emotional, and cognitive development. It suggests that society's role should be proactive in creating environments that facilitate healthy development, prioritizing children's rights, safety, and opportunities for meaningful engagement.

The "Aims for Socialization" outlined in the textbook highlight several core objectives, including teaching children the norms and values of their community, fostering social competence, encouraging self-regulation, and developing a sense of identity and belonging. Among these, I believe the most valuable are fostering social competence and emotional regulation. Social competence enables children to navigate complex social environments, build healthy relationships, and function effectively within their communities. Emotional regulation is equally critical because it underpins children's ability to manage their feelings, respond appropriately to different situations, and develop resilience. Both aims contribute significantly to children's long-term well-being, success, and societal integration.

In my future role working with children and families, I hope to promote these aims by creating supportive, inclusive, and nurturing environments that encourage positive social interactions and emotional understanding. I aim to work collaboratively with families, respecting their cultural backgrounds and individual needs, to reinforce socialization goals at home and in community settings. Education and ongoing support can empower families to foster emotional regulation and social skills in their children, leading to more adaptive and confident individuals. Additionally, I am committed to advocating for policies and programs that prioritize early childhood development and social-emotional learning, ensuring that children have access to resources needed for their holistic growth.

By focusing on these aims, I believe we can help children develop into well-rounded, emotionally intelligent, and socially responsible adults. Supporting families and communities in this process amplifies the positive impacts, creating a culture that values and invests in the healthy development of all children. Ultimately, Garbarino’s emphasis on childhood as a vital social space is a reminder that nurturing children is a shared societal responsibility, requiring collaboration among educators, families, and policymakers to foster environments where children can thrive.

References

• Garbarino, J. (1999). Lost talents: The future of American Indian and Alaska Native children. Baywood Publishing.
• Gottlieb, L. M. (2014). Socialization and human development. In T. P. Gullotta & M. Bloom (Eds.), Child and adolescent development (pp. 41-48). Springer.
• Osofsky, J. D. (1995). The socialization of children. Developmental Psychology, 31(2), 237–245.
• Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
• National Research Council. (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.
• Harper, C. (2019). Promoting social-emotional development in early childhood. Early Childhood Education Journal, 47, 123-130.
• Thompson, R. A. (2014). Social-emotional development in childhood. Wiley Interdisciplinary Reviews: Cognitive Science, 5(3), 139–151.
• Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Miller, P. J., & Almon, J. (2009). Crisis in the kindergarten: Why children need to learn to read and write earlier. Alliance for Childhood.