Stages of the lifespan

• From the day of birth, until age 4.

• Characterised by rapid growth and development and a dependency on family to fulfil needs.

• Family is the first place of socialisation for infants.

• Here, infants are taught manners and what behaviour is appropriate in society

For example, it is polite to cover your mouth when coughing.

• Lasts from ages five to 12.

• Characterised by beginning school, learning and trying different activities and establishing friendship groups.

• School is a primary influence on socialisation at this stage.

• School establishes rules and boundaries of behaviour for safety and to adapt behaviour to society’s customs.

For example, sitting still in a classroom and raising ones hand in order to speak.

• Begins at the onset of puberty, around 12 years, and ends at 18 years.

• Characterised by physical and emotional changes as of result of puberty, and the hormonal shift by the Pituitary Gland.

• Social and emotional adjustments can be demanding and difficult to navigate.

• School, peer groups and the media are the primary means of socialisation throughout this stage.

• Stability through consistent family time can be really positive in this phase.

For example, annual family holidays and family dinners/movie night.

• Begins at 18 years, and lasts until age 65.

• Characterised by a time of complex decision making (e.g.: further study, job or travel).

• Relationships intensity, often leading to marriage, children are born and careers are established.

• Later parts of adulthood are characterised by spending time with family, gaining financial stability, paying off the family home and eventually entering retirement.

• Fitting into new settings, are important for this stage of socialisation.

For example, University, working environments and new communities.

• 65 years →

• Characterised by a reduction in physical ability, deteriorating health and the loss of a spouse and friends.

• It is also a time of little responsibility, therefore, if health is good, individuals can look forward to travel and spending time with family.

• This age group may be vulnerable to being taken advantage of, for example through scams.

• Socialisation for this group may involve adapting to a new housing situation.

• This group are more valuable in helping to establish the socialisation of their dependents.

For example, looking after the grandchildren each week.

Activity:

1. Working in small groups, discuss and come to a consensus on the order of needs (SHE SEAS) throughout each stage of the lifespan. You must be able to verbally justify the order your group has decided on.

2. Using this information, develop a mind map to analyse why the need is important (i.e what are the implications if the need is not met).

Using this information, individually, complete the following question:

"Analyse the specific needs that are of greatest significance to infants and adolescents"

(8 marks)

In order to effectively analyse, you need to be able to state why the need is important and relate this to the implications (consequences) of the need not being met. I.e. tell me why health (for example) is highly important for infants and explain what might happen if health needs are not met.

Intro:

• Introduce the two groups (define)

• Tell me what the two most important needs are for both groups

Paragraph one: Infants

• Introduce the most important need (health). I.e health is considered as the most important need for infants.

• Outline an actual health need of an infant is (i.e. immunisation)

• Map out the implications if this need is not met.

• Introduce the second need and repeat above process

Paragraph two: adolescence

• Repeat above

Socialisation is the process by which individuals learn and recognise patterns of behaviour expected of them by society.

Socialisation occurs through:

• • Observing behaviour of others and modelling on what you perceive as acceptable

  • Identifying with someone who is respected, admired or loved and having the desire to act and be like them

  • Direct instruction; by being shown how to do something (e.g.: hold cutlery)

  • Being disciplined for behaviour- positive or negative reinforcement can encourage or deter behaviour being repeated

Individuals are usually socialised by:

• • Family

  • Friends

  • School

  • The media