MEAD: STAGES OF THE SELF  Mead also argued that SELF AWARENESS or

the ability to see ourselves as others see us

 PREPARATORY STAGE
and react accordingly, is learned.
- children imitate people around them
 Mead argues that the SELF or awareness of
 SYMBOLS:
who we are, has two related aspects.
- Gestures, objects and words that
 First, the ‘I’ aspect. It is our opinion of
form basis of human communication
ourselves as a whole. We respond the
behaviour of others as an ‘I’ alias the
 PLAY STAGE
UNSOCIALIZED SELF.
- children develop skill in communicating
 And second, the ‘Me’ aspect. It is the
through symbols and role taking occurs
awareness of how others expect us to behave
 ROLE TAKING:
in a given situation.
- Process of mentally assuming
 The ‘Me’ aspect is also called the SOCIAL SELF
perspective of another and
because it develops through socialization. For
responding from that imagined
example, if you accidentally put your hand in
viewpoint.
a fire, then the ‘l’ expresses how you react to
the pain. But the ‘Me’ expresses how you
 GAME STAGE
choose to express that pain. And your
- children of about 8 or 9 consider several
reaction will be conditioned by: First, who you
actual tasks and relationships
are (male or female, adult or child, etc).
simultaneously.
Second, where you are (alone, at home, or
 GENERALIZED OTHERS:
public place). Third, who are with (with family,
- Attitudes, viewpoints and
friends, or strangers.)
expectations of society as a whole
 In conclusion, Mead showed us that in
that a child takes into account.
relations to other members of society. The
MEAD: THEORY OF THE SELF SOCIALIZED SELF or ‘ME’ is constructed highly
by the influence of the shared values of the
 Self begins as privileged, central position in
society, where we undergo the socialization
a person’s world.
process.
 As the person matures, the self changes and
begins to reflect greater concern about DRAMATURGICAL APPROACH ( ERVING
reactions of others. GOFFMAN)
 SIGNIFICANT OTHERS:
 Irving Goffman's dramaturgical analysis likens
- Individuals most important in the
life to a theatrical performance, where
development of the self.
individuals present a "front stage" self to
others, shaped by societal values. This
contrasts with the "backstage" self shown to
THE ‘I’ AND ‘ME’ (GEORGE HERBERT MEAD – 1934)
close acquaintances. Impression management
 Basic human skills need to be taught and occurs as people curate their public personas,
learned, similar to advanced social skills. especially evident in social media interactions.
 George Herbert Mead claimed that how  Irving Goffman's theory of symbolic
people behave is conditioned by the social interactionism compares life to a theatrical
context in which behavior occurs. performance, highlighting how individuals
 present themselves to others. Our front stage  Alex's development is influenced by various
self is crafted to create favorable impressions systems, including his microsystem,
in social interactions. exosystem, and macrosystem. Each level plays
 The concept of front stage self illustrates how a crucial role in shaping his experiences and
people modify their behaviors to appeal to emotional well-being.
others, especially in unfamiliar social settings.  The microsystem includes direct interactions
This aspect is crucial for building initial that positively or negatively affect Alex's
relationships. development. Factors like teacher
 The backstage self represents a more involvement and family dynamics are critical
authentic version of oneself that emerges in to his growth.
comfortable relationships, demonstrating  The exosystem consists of external influences
how familiarity can alter self-presentation that indirectly impact Alex, such as parental
over time. job situations. His father's work can cause
 Impression management is a key strategy anxiety, affecting other aspects of Alex's life.
used by individuals to control how they are  The macrosystem encompasses broader
perceived, often leading to selective self- cultural and economic factors that shape
presentation in various contexts, including Alex's upbringing. Being a military child, he
social media. faces unique challenges like frequent
relocations and cultural adjustments.
 The timing of events significantly influences a
Social Self: Ecological Systems Theory (by: Urie person's development, as experiences can
Bronfenbrenner) vary greatly depending on age. Historical and
technological contexts further shape
 A child's development is significantly
individual growth and learning styles.
influenced by their social relationships and
 The impact of historical events, such as
surrounding environment. The ecological
the Great Depression or World War II, can
systems theory, developed by
alter developmental experiences across
Bronfenbrenner, explores these influences different generations. These events leave
through various environmental levels. lasting effects on individuals.
 Bronfenbrenner's theory includes additional  Technology plays a crucial role in
levels like the exosystem and macrosystem, shaping learning and social skills, with
which further elaborate on how broader children today having different
social contexts impact a child's growth and experiences than those from previous
generations. This technological influence
experiences.
is significant.
 The microsystem is the closest level to the
 Ecological systems theory, developed by Yuri
child, involving direct interactions with family,
Bronfenbrenner, outlines various
peers, and caregivers. It plays a crucial role in
environmental levels that interact to influence
shaping a child's development.
individual development. Each level has a
 The mesosystem represents the interactions
different impact on personal growth.
between different parts of the microsystem,
such as the relationship between parents and
teachers. These interactions indirectly affect
the child's overall development.
 SOCIAL SELF: INDIVIDUALIST – COLLECTIVIST
CULTURES

 The main distinction between individualistic

and collectivist cultures lies in responsibility.
Individualistic cultures emphasize personal
freedom and individual rights, while
collectivist cultures prioritize group well-
being, where the group is accountable for
individual actions and welfare.
 The main difference between individualistic
and collectivist cultures is their approach to
responsibility. In individualistic cultures,
personal freedom and individual rights are
prioritized over group welfare.
 In individualistic cultures, individuals are seen
as sovereign entities, responsible primarily for
their own actions and decisions. This
autonomy fosters a sense of personal
achievement and self-reliance
 Individual rights, equality, and privacy are
essential in individualistic societies, shaping
their legal systems and social norms. These
values contrast sharply with the communal
focus of collectivist cultures.
 Conversely, collectivist cultures emphasize
the group's well-being above individual
interests. The community is viewed as
responsible for the safety and welfare of its
members.