Learning is never an isolated process but an integration and interaction of different  processes. Socialisation is one such process that plays an important part in learning.  If learning can’t be facilitated in an environment properly, then it may never  produce the best of the results. Socialisation generates the output in a manner  accepted to both-the teacher and the taught.

Socialisation is a term used to describe the lifelong process of inheriting and passing on norms, customs, values, and ideologies by providing individuals with the skills and habits necessary for participating within their own society. It is the process by which children and adults learn from others, starting from the earliest days of life, and continuing throughout their lives.

Some of the key definitions of socialisation by various sociologists include:

• JJ Macionis: "The lifelong process by which an individual becomes a proper member of society and develops human characteristics."
• PB Horton and CL Hunt: "A learning process in which groups interact and learn social norms, also developing themselves."
• WF Ogburn: "The process of learning the norms of the group and society."
• RM Mclver: "The process through which social beings develop relationships and associations with each other."
• ES Bogardus: "A process of learning to live and work together is called socialisation."

Theories of Socialisation

1. Looking Glass Self Theory

Charles Horton Cooley’s Looking-Glass Self  theory describes the development of one’s self and identity through interpersonal interactions within society. Cooley coined this term in his work Human Nature and the Social Order in 1902. The theory suggests that individuals continue modifying their self throughout life based on social interactions.

2. Social Self Theory

George Herbert Mead's theory distinguishes between the 'I' and the 'me'. The 'me' represents the socialized aspect of the person, while the 'I' represents the active aspect. Mead's theory is central to symbolic interactionism in sociology.

3. Ecological Systems Theory

Bronfenbrenner’s Ecological Systems theory examines a child's development within the context of relationships that form his or her environment. This theory defines complex layers of environment, each influencing a child's development.

4. Theory of Mind

The Theory of Mind (ToM) is the ability to attribute mental states (beliefs, intents, desires, knowledge, etc.) to oneself and others, and to understand that others have beliefs, desires, and intentions that are different from one's own. This ability is crucial for understanding social interactions.

Eight stages of socialization by "Eric Erickson"

• Stage 1: Trust Versus Mistrust. 
• Stage 2: Autonomy Versus Shame and Doubt. 
• Stage 3: Initiative Versus Guilt. 
• Stage 4: Industry Versus Inferiority. 
• Stage 5: Identity Versus Confusion. 
• Stage 6: Intimacy Versus Isolation. 
• Stage 7: Generativity Versus Stagnation. 
• Stage 8: Integrity Versus Despair.

[Intext Question]

Socialisation and Education

Both education and socialisation are processes of learning. In the past, the difference between the two was very distinct, but over time that boundary has become more blurred.

As we transition to a 'Gardening' approach to education (as advocated in our community), we pay more attention to the values we teach and include things that were historically left to socialisation rather than included in the educational curriculum.

Socialisation is the process of learning to become human and is how society-culture perpetuates itself. It was originally distinguished from education in that it was specific, informal, and unplanned, focusing more on values and acceptable behaviour than on information and knowledge.

Schools now spend more time teaching children basic life skills, like how to dress for rain, pay attention in class, and where to go to the toilet. As time passes, topics once left only to informal methods are being taught as part of the educational curriculum, for increasingly older students.

Types of Socialisation

1. Primary Socialisation

Primary socialisation is crucial for a child as it lays the groundwork for all future socialisation. It occurs when a child learns the attitudes, values, and actions appropriate for a member of a particular culture. It is influenced most by the immediate family and friends.

2. Secondary Socialisation

Secondary socialisation usually occurs during teenage years and adulthood, taking place outside the home environment. For example, schools and colleges require very different behaviour from home, and children must adhere to school rules while in that environment.

Factors Influencing Socialisation

Factors influencing socialisation include:

1. Social Interaction: Interacting socially in the family, neighbourhood, schools, and with friends, classmates, and the community.
   • Imitation of Others: Copying someone else’s behaviour in our own style which develops a unique aspect of our personality.
   • Suggestion by Others: Suggestions conveyed through language, pictures, or similar mediums influence the child’s behaviour with others as well as its own private behaviour.
   • Sympathy: Helps the child empathise with others and initiates conversations.
2. Identification: In early age, a child’s actions are random and unconscious. As it grows, it identifies with objects that satisfy its needs, such as the mother, a toy, or a picture book, which helps the child become sociable.
3. Language: The means of cultural transmission and social interaction. Initially, the child utters random syllables which gradually develop into its mother tongue.

Thus, the stages of socialisation show that socialisation is a never-ending process, starting with the birth of  the child and continues till death. 

Agents of Socialisation

Socialisation of an individual occurs through interaction with various agents throughout their lifetime. These agents include the family, peer groups, schools, mass media, among others.

1. The Family

The family is the primary agent of socialisation for most people, especially in the first five years of their lives. It provides the child with its first social contact with the world, where patterns of behaviour are internalised through informal learning, approved or rejected through reward and punishment.

2. The School

When a child reaches school age, it widens its socialisation circle. Learning becomes more formal, and talents are evaluated based on standards and requirements. Schools help children adapt to the social order, preparing them for stable adult life by imparting technical, intellectual, and cultural skills.

3. The Peer Group

Peer groups consist of children of similar age and status. Initially, children interact with peers in their class and later choose friends based on common interests, activities, and status. Peer groups influence issues such as appearance, lifestyles, fads, social activities, and attitudes towards topics like sex and technology.

4. Mass Media

Mass media transmits information in an impersonal manner through a one-way flow. By focusing on specific topics, the media can shape perceptions of reality, importance, and norms, potentially influencing behaviours and values.

Role of Play in Socialisation

If children do not play, they cannot develop creativity, which is crucial in education. Play is a key element in the socialisation process of children.

Historical Aspects of Play in Socialisation

Historical artifacts and documents indicate that children have been playing since ancient times. Toys have been found in the ruins of ancient civilizations like China, Egypt, and Babylon, highlighting the value of play in socialisation.

Levels of Play as Part of the Maturation Process

1. Solitary Play: Playing alone without involving other children, such as building a tower with blocks while being oblivious to nearby children.
2. Character Play: Observing other children and modeling one's play after them, even if showing little direct interest.
3. Parallel Play: Several children playing with the same materials independently, though may converse with each other.
4. Associative Play: Loosely organized play without definite rules or roles, such as pretending to be airplanes or cars.
5. Cooperative Play: Organized play where children assume roles and depend on others to achieve play goals, fostering social skills and cooperation.

Scholars of early childhood education view play as crucial for developing well-being, creative thinking skills, and cognitive development. Play engages all facets of development including motor, cognitive, and socio-emotional skills, enhancing the child's need for variety and competence.