ABSTRACT
This chapter reviews research and theory relevant to the socialization of children, including how theories of socialization have changed over time. An analysis of internalization or taking over of values as one’s own and the difference between not harming others and helping others is included. It is proposed that research can be organized into domains of socialization, with these domains addressing the learning of values and the emotional context in which the learning takes place. The former includes control (discipline and reward), scaffolded learning, and modeling, and the latter protection and exchange of favors between parent and child (reciprocity). Included in the survey of research are a comparison of the effectiveness of different forms of punishment and reasoning and the role of reminiscence about past behavior. It is suggested that internalization may sometimes be less likely in the group participation domain because modeling of moral behavior can be motivated by the enjoyment of being like other members of the group rather than by an inherent belief in the correctness of the act. In spite of a very long history of study, many questions remain, including differences between mothers and fathers in their socialization practices and the effectiveness of these practices.
