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Within the family the child learns to think and speak; internalize norms, beliefs, and values; form some basic attitudes; develop a capacity for intimate and personal relationships; and acquire a self-image.

The impact of the family reaches far beyond its direct effects on the child. Our family’s social class shapes what we think of ourselves and how others treat us, even far into adulthood.

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Families are generally the first agents of socialization to teach children the gender roles considered appropriate in the general society or in the family’s culture. Because adults’ gender roles tend to be deeply ingrained, parents may not even be aware that they are teaching their children about gender expectations.

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Parents usually have a lot of important if our choices in the future: the clothes we wear, toys we like to play…

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Sociologists recognize that religion is an important agent of socialization. In the United States, this is true even for people who do not attend religious services. Religious values have played an important role in American society from colonial times onward, and religious references are widespread in daily life.

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Religious values and ideas of morality have become part of American culture, and their religious roots are no longer visible.

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Religion as an agent of socialization is even stronger for people who attend religious services. By attending religious services, children learn the values, morals, and beliefs of their particular religions.

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Sociologists point out that religious participation also reduces the likelihood of divorce. This, in turn, strengthens the family, the primary agent of socialization. Churches, synagogues, mosques, and other places of worship also help socialize new immigrants to the ways of the community, help the poor and the sick, and bring extended families together for religious holidays and rites of passage. Similarly, religious beliefs and practices help the elderly as they prepare for their own and their peers’ eventual deaths.

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For the first time, many of the child’s relationships with other people are impersonal. Rewards and punishments are based on performance rather than affection. Although a mother may cherish any picture that her child creates, a teacher evaluates his or her students by more objective standards

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children are taught to be less dependent emotionally on their parents. The school also creates feelings of loyalty and allegiance to something beyond the family

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Underlying the formal goals of the school is the hidden curriculum. The informal and unofficial aspects of culture that children are taught in preparation for life. The hidden curriculum teaches children discipline, order, cooperation, and conformity: characteristics required for success in the adult world of work.

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School also teaches children how we experience time in the real world.

( I guess this important to keep children away from phones and tv, experiencing more of is going on in the world in front of them. Not in a phone screen. )

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Children are isolated from the working adult society by being set apart in school for most of their preadult lives. Because they are separated from the adult world for such a long time, young people must depend on one another for much of their social life.

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The child’s peer group is composed of individuals of roughly the same age and interests, is the only agent of socialization that is not controlled primarily by adults. Children usually belong to several peer groups. A child may belong to a play group in the neighborhood, a clique at school, an after-school club, or a sports team

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I believe that participating in a group, team or a sport can make yourself feel better and socialize easily.

People with same interests are more likely to have a peer group.

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In the peer group, young people have an opportunity to engage in give-and-take relationships. Children experience conflict, competition, and cooperation in such groups. The peer group also gives children experience in self-direction. They can begin to make their own decisions; experiment with new ways of thinking, feeling, and behaving; and engage in activities that involve self-expression. Peer groups also promote independence from adults because often the norms of the peer group conflict with those of the adult world.

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The peer group also provides an opportunity for children to develop close ties with friends outside the family, including members of the opposite sex.

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At the same time, they are learning to get along with large numbers of people, many of whom are quite different from themselves.

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The mass media are means of communication designed to reach the general population. They include such things as television, radio, newspapers, magazines, movies, books, and the Internet. Many popular images presented in the mass media are highly distorted. For example, detective and police work are not as exciting and glamorous as depicted in books, in movies, and on television. Nevertheless, it is often through the mass media that children are first introduced to numerous aspects of their culture.

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The mass media display role models for children to imitate. Learning these role models helps integrate young children into society. The mass media also offer children ideas about the values in their society. They provide children with such images and ideals as achievement and success, activity and work, equality and democracy.

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Mass media sometimes can be bad, being a bad influence to children and teenagers. Example: By the age of sixteen, the average American child will have seen twenty thousand homicides on television.

We need to be careful of what we watch in social media.

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Social scientists have been reluctant in the past to recognize a causal connection between violence on television and real-life violence. Based on hundreds of studies involving more than ten thousand children, however, most social scientists now conclude that watching aggressive behavior on television increases aggression in society