Socialisation is a lifelong process through which an individual learns the norms, customs, values, beliefs, attitudes, behaviour patterns and ideologies of society. It enables a person to develop the skills, habits and knowledge required to participate effectively in social life. Through socialisation, children and adults learn how to interact with others, understand social expectations and perform different roles within their communities. Although social learning begins from the earliest days of life, its influence is particularly significant during infancy and childhood because these are the stages when basic habits, attitudes, emotional patterns and social behaviours are established.
A child is not born with complete knowledge of the rules and expectations of society. Instead, children gradually learn these patterns through observation, imitation, communication, instruction and interaction with family members, teachers, friends and other social groups. Socialisation helps children understand what is considered acceptable or unacceptable behaviour in their social environment. It also supports the development of confidence, cooperation, empathy, responsibility and a sense of belonging. The process does not stop after childhood. Individuals continue to learn and adjust their behaviour throughout life as they enter new social situations, educational institutions, workplaces and family roles.
1. Concept of Socialisation
According to J. J. Macionis, socialisation is the lifelong process through which an individual becomes a proper member of society and develops human characteristics. This definition highlights that socialisation is essential for both social membership and personality development. P. B. Horton and C. L. Hunt describe socialisation as a learning process through which groups interact and learn social norms while developing themselves. Their explanation emphasises the importance of interaction and shared learning.
W. F. Ogburn explains socialisation as the process of learning the norms of a group and society. This indicates that individuals acquire the rules and behavioural expectations of the communities in which they live. According to R. M. MacIver, socialisation is the process through which social beings develop relationships and associations with one another. E. S. Bogardus describes socialisation as the process of learning to live and work together. These definitions collectively show that socialisation involves learning, adjustment, cooperation, relationship-building and participation in social life.
On the basis of these explanations, socialisation may be understood as a continuous learning process through which an individual adjusts to society and gradually develops an appropriate role and position within it. It influences personality, communication, values, emotional development and social responsibility.
1.1 Types of Socialisation
Socialisation is generally divided into two major types: primary socialisation and secondary socialisation. Both types are important, but they occur in different contexts and involve different socialising agents.
1.1.1 Primary Socialisation
Primary socialisation is the first and most important stage of social learning. It generally takes place during early childhood(2-4 age), particularly within the family and among close relatives. At this stage, children learn basic language, manners, emotional responses, values, attitudes and patterns of behaviour. The immediate family and close friends have a strong influence on the child because they provide the earliest and most frequent social interactions.
Through primary socialisation, a child learns how to communicate, respond to others, follow simple rules and behave according to the cultural expectations of the family. The child begins to understand concepts such as right and wrong, respect, cooperation, sharing and responsibility. The attitudes and practices learned during this stage often form the foundation for later social development. However, primary socialisation does not permanently determine every aspect of a person’s personality. Later experiences and social environments can modify and reshape earlier learning.
1.1.2 Secondary Socialisation
Secondary socialisation refers to the process of learning appropriate behaviour within a smaller group or institution that exists as part of the wider society. It generally becomes more prominent when children enter school and later participate in peer groups, workplaces, social organisations and other institutions.
Secondary socialisation takes place outside the immediate family and introduces individuals to more formal rules and responsibilities. For example, schools expect children to follow timetables, respect teachers, cooperate with classmates, complete assignments and follow institutional rules. These expectations may differ from the informal practices of the home. During adolescence and adulthood, individuals learn additional roles and responsibilities through educational institutions, professional organisations and social relationships.
Primary socialisation provides the foundation of social behaviour, whereas secondary socialisation expands that foundation and prepares individuals to participate in wider social life.
1.2 Factors Influencing Socialisation
Several factors influence the process of socialisation. These factors work together and affect the way individuals develop their personality, behaviour and social understanding.
1.2.1 Social Interaction
Social interaction is one of the most important factors influencing socialisation. It includes interaction with family members, neighbours, teachers, classmates, friends and the wider community. Social interaction is an organised psychological process through which individuals learn from one another and develop behavioural patterns.
Imitation is an important part of social interaction. It involves copying another person’s behaviour, actions or manner of communication, although the individual may reproduce the behaviour in a personal style. Children frequently imitate parents, teachers, older siblings and friends. Through imitation, they gradually develop habits, expressions, gestures and behavioural patterns that contribute to personality development.
Suggestions from others also influence socialisation. Suggestions may be communicated through language, pictures, demonstrations, stories and other forms of communication. Parents and teachers often use suggestions to guide children’s behaviour. Positive suggestions can encourage cooperation, confidence and responsible conduct, while negative or inappropriate suggestions may influence children’s attitudes and actions in undesirable ways.
Sympathy is another important element of social interaction. It helps children understand and respond to the feelings of others. Through sympathetic relationships, children gradually develop concern for others and learn to initiate conversations and maintain social relationships. Sympathy may support the development of empathy, cooperation and emotional sensitivity.
1.2.2 Identification
Identification is another important factor in socialisation. During early childhood, many actions performed by children are spontaneous, natural and unconscious. As children grow older, they begin to understand people, objects and activities that satisfy their needs or appear important to them. They may identify themselves with their parents, teachers, friends, favourite characters or other people whom they admire.
For example, a child may imitate the speech, dress, behaviour or professional interests of a parent or teacher. A child may also develop an emotional connection with a toy, picture book or familiar object. Through identification, the child develops social relationships and gradually becomes more comfortable participating in social activities. Identification can influence attitudes, aspirations, values and patterns of behaviour.
1.2.3 Language
Language is an essential means of cultural transmission and social interaction. In the early stages of life, a child may produce random sounds that do not have a clear meaning. Gradually, through repeated interaction with family members and other people, the child learns the sounds, words and sentence patterns of the language used in the surrounding environment.
Language enables children to communicate their needs, express emotions, ask questions and understand social instructions. It also allows cultural knowledge, traditions, values and beliefs to be transferred from one generation to another. The development of language strengthens social participation and helps children understand the meanings attached to different behaviours and social situations.
1.3 Stages of Socialisation
Erik Erikson proposed eight stages of psychosocial development, including adulthood. At each stage, an individual faces a particular crisis, conflict or developmental challenge. The individual progresses to the next stage when the crisis is resolved successfully. The stages demonstrate that socialisation is not limited to childhood but continues throughout the entire life cycle.
Infancy: Birth to 18 Months
The central conflict during infancy is trust versus mistrust. Feeding, love, care and emotional security are important events during this stage. Parents and caregivers play a significant role through nurturing, physical contact, protection and responsive care.
When caregivers respond consistently to the child’s needs, the child develops trust, optimism and confidence in the surrounding world. If the child experiences neglect, inconsistent care or a lack of emotional security, insecurity, helplessness and mistrust may develop. Therefore, sensitive caregiving is essential for healthy emotional and social development.
Early Childhood: 18 Months to 3 Years
The central conflict during early childhood is autonomy versus shame and doubt. At this stage, children begin to develop control over their bodies and actions. Toilet training, self-feeding, movement, coordination and the use of simple gestures are important developmental activities.
Children want to perform tasks independently and make simple choices. Parents and caregivers should provide suitable opportunities for independence while maintaining appropriate guidance and safety. When children are supported, they develop autonomy and a sense of capability. Excessive criticism, punishment or humiliation may cause shame and doubt about their abilities.
Pre-School Stage: 3 to 6 Years
The central conflict during the pre-school stage is initiative versus guilt. During this period, the child becomes more active in the family and begins to explore the surrounding environment. The child may interact with parents, teachers and other adults, develop friendships, play games and participate in household or classroom activities.
Children begin to show initiative by asking questions, exploring objects and trying new activities. Adults should encourage curiosity and provide opportunities for creative expression. When children are constantly discouraged or punished for their attempts, they may develop guilt and hesitation. A supportive environment helps children develop purpose and confidence.
School Age or Later Childhood: 6 to 11 Years
The central conflict during the school-age period is industry versus inferiority. Children begin to acquire academic knowledge, practical skills and social responsibilities. They learn to complete tasks, cooperate with others and develop competence in different activities.
During this stage, children move gradually from dependence towards greater independence. They begin to develop skills that may prepare them for adult roles. Encouragement from parents and teachers can help children develop achievement values, confidence and a sense of competence. Repeated failure, comparison and criticism may cause feelings of inferiority and inadequacy.
Adolescence: 11 to 18 Years
The central conflict during adolescence is identity versus role confusion. Adolescence is a transition period between childhood and adulthood, marked by physical, emotional, cognitive and social changes. Young people begin to think more deeply about their values, beliefs, goals and future roles.
Peer groups exert a strong influence during this stage. Adolescents may develop new interests, question existing beliefs and attempt to establish an independent identity. Successful socialisation helps individuals develop a clearer understanding of themselves and their values. Difficulties in this process may lead to confusion about personal identity and future responsibilities.
Young Adulthood: 18 to 35 Years
The central conflict during young adulthood is intimacy versus isolation. Individuals begin to develop close friendships, emotional relationships and companionship. They may seek stable relationships and begin to establish personal, professional and family responsibilities.
Successful development during this stage supports intimacy, emotional connection and satisfying relationships. When individuals experience difficulty in forming meaningful relationships, they may experience loneliness, isolation or emotional distance.
Middle Adulthood: 35 to 65 Years
The central conflict during middle adulthood is generativity versus stagnation. During this period, work, family responsibilities and social contribution become important. Individuals may care for children, support family members, develop professional achievements and contribute to society.
Generativity involves concern for the next generation and a desire to make a useful contribution to society. Successful development creates a sense of achievement and responsibility. Failure to find meaning or purpose may lead to stagnation, dissatisfaction and a feeling that one’s life lacks significance.
Maturity: 65 Years and Above
The central conflict during maturity is integrity versus despair. Older adults often reflect on their lives, achievements, relationships and experiences. Retirement, changes in family roles, physical difficulties and reduced social participation may influence adjustment during this stage.
Individuals who accept their life experiences and recognise meaning in their achievements may develop integrity and satisfaction. Those who experience regret, isolation or dissatisfaction may develop despair and bitterness. Supportive family relationships and social participation can help older adults maintain dignity, identity and emotional well-being.
These stages demonstrate that socialisation is a continuous and lifelong process. It begins at birth and continues until death, as individuals constantly learn new roles and adjust to changing social conditions.
1.4 Agents of Socialisation
Socialisation takes place through interaction with different agents. The major agents include the family, school, peer group and mass media.
The Family
The family is generally the primary agent of socialisation, particularly during the first few years of life. It provides the child’s earliest social contact and introduces basic patterns of behaviour, communication, values and emotional relationships.
Children learn acceptable and unacceptable behaviour through observation, instruction, encouragement, rewards and punishment. Family members teach children how to communicate, respect others, follow rules and respond to social situations. The family also transmits cultural traditions, religious practices, language, attitudes and moral values. The quality of family relationships can influence the child’s emotional security and social adjustment.
The School
The school becomes an important agent of socialisation when children begin formal education. School socialisation is more organised and structured than many forms of learning within the home. Students learn academic knowledge, discipline, cooperation, responsibility and respect for institutional rules.
Schools help children adapt to the social order and prepare them for adult life. They develop technical and intellectual skills while also transmitting cultural heritage, social values and collective beliefs. Teachers evaluate students according to certain standards and requirements, but effective education should also encourage individual differences, creativity and independent thinking.
The school provides opportunities for group work, leadership, communication and interaction with individuals from different backgrounds. Through these experiences, children learn to function as members of a larger society.
The Peer Group
A peer group consists of individuals who are usually of a similar age or social status. During childhood, a child may interact with classmates and neighbours of the same age. As the child grows older, peer-group relationships often become more important.
Peer groups influence language, dress, interests, lifestyle, social activities, attitudes and behaviour. They may also influence decisions regarding technology, relationships, entertainment and other activities. Peer influence can be positive when it encourages cooperation, academic motivation and responsible behaviour. However, negative peer pressure may encourage risky or inappropriate actions. Therefore, children need guidance to develop healthy friendships and make independent decisions.
Mass Media
Mass media transmit information to large audiences in an impersonal manner. Television, newspapers, films, digital platforms and social media can influence how individuals understand society and interpret social events.
Mass media may broaden knowledge and introduce individuals to different cultures, ideas and experiences. At the same time, media content can influence attitudes by repeatedly highlighting certain topics, behaviours or social expectations. Media organisations may shape public impressions about what is important, acceptable or realistic. Therefore, media literacy and critical thinking are necessary so that children and adults can evaluate information responsibly.
1.5 Role of Play in Socialisation
Play is an important part of childhood development and socialisation. It supports creativity, communication, emotional expression, problem-solving and cooperation. Children learn many social skills through play because they interact with others, follow rules, negotiate roles and respond to changing situations.
According to Bruner (1975), play is the principal business of childhood. This statement highlights the importance of play in the physical, cognitive, emotional and social development of children. Education should recognise the value of play and consider children’s interests, developmental needs and understanding of the play process.
The forms of play and games change over time as society, technology and children’s interests change. Historical artefacts and documents indicate that children have played games since ancient times. Toys have been discovered in the remains of ancient civilisations, including China, Egypt and Babylon. This suggests that play has long been associated with childhood and social learning.
Solitary Play
Solitary play occurs when a child plays independently without paying attention to the activities of other children nearby. For example, a child may build a tower with blocks while remaining focused on the activity rather than interacting with other children. Solitary play can help children develop concentration, imagination and independent activity.
Character Play
In character play, children observe the activities of other children and may imitate or model their play. A child may watch another child playing a particular role and later reproduce the activity in a different way. Although the child may appear uninterested, observation may help the child learn new behaviours and play patterns.
Parallel Play
Parallel play occurs when several children play in the same area using similar materials but remain engaged in separate activities. For example, two children may use building blocks or puzzles near each other without cooperating in a shared game. They may communicate occasionally, but each child generally works independently. If one child leaves, the other child may continue playing.
Associative Play
Associative play involves children playing together in a loosely organised manner. They may share materials, communicate and participate in similar activities, but there are no clearly defined rules, roles or common objectives. For example, children may pretend to be aeroplanes or cars while running around a room. A child may stop participating without necessarily ending the activity for the others.
Cooperative Play
Cooperative play is a more organised form of play in which children assume specific roles and depend on one another to achieve a shared goal. For example, children playing a house game may assign roles such as parent, child or teacher. The success of the game depends on the participation of several children. If an important participant leaves, the activity may come to an end. Play contributes to children’s motor, cognitive and socio-emotional development. It encourages creativity, communication, cooperation and problem-solving. Through play, children learn to manage emotions, understand others’ perspectives and participate in social situations. Play also allows children to explore different roles and develop confidence in their abilities.
Q1. Mass Media is becoming a very important agency of socialization. Which one of the following is the most appropriate statement? [CTET Paper I – 20 September 2015]
(a) Socialization is done by the parents and the family only.
(b) Access to mass media is growing and mass media influences attitudes, values and beliefs.
(c) Children cannot directly interact with media.
(d) Media is a very good way to advertise and sell products.
Correct Answer: (b) Access to mass media is growing and mass media influences attitudes, values and beliefs.
Explanation: Mass media is an important agency of socialisation. It influences children’s attitudes, values, beliefs and patterns of behaviour.
Q2. Which one of the following is the primary agent of socialization? [CTET Paper I – 20 September 2015]
(a) Computer
(b) Heredity
(c) Political parties
(d) Family
Correct Answer: (d) Family
Explanation: Family is the primary agency of socialisation. Children initially learn language, values, norms and appropriate social behaviour within the family.
Q3. The process of socialisation does not include: [CTET 2015]
(a) Acquiring values and beliefs
(b) Genetic transmission
(c) Learning the customs and norms of a culture
(d) Acquisition of skills
Correct Answer: (b) Genetic transmission
Explanation: Socialisation involves learning cultural values, beliefs, customs, norms and social skills. Genetic transmission is a biological process, not a component of socialisation.
Q4. Which of the following is true of school and socialization? [CTET Paper II – 16 September 2016]
(a) School is the first primary agent of socialization.
(b) School is an important agent of socialization.
(c) School does not play any role in socialization.
(d) School plays very little role in socialization.
Correct Answer: (b) School is an important agent of socialization.
Explanation: School is an important secondary agency of socialisation. It helps children develop social skills, values, cooperation and socially appropriate behaviour.
Q5. Which of the following are secondary agents of socialization? [CTET Paper I – 16 September 2016]
(a) School and immediate family members
(b) Family and relatives
(c) Family and neighbourhood
(d) School and neighbourhood
Correct Answer: (d) School and neighbourhood.
Explanation: School and neighbourhood are generally considered secondary agencies of socialisation. Family and close relatives are usually associated with primary socialisation.
Q6. Family plays ______ role in socialisation of the child. [CTET Paper I – February 2016]
(a) A not-so-important
(b) An exciting
(c) A primary
(d) A secondary
Correct Answer: (c) A primary.
Explanation: Family is the primary agency of socialisation. Children initially learn language, values, social norms and behavioural patterns through family interactions.
Q7. ______ is a process through which a human infant begins to acquire the necessary skills to perform as a functioning member of society. [CTET Paper I – February 2016.
(a) Learning
(b) Maturation
(c) Development
(d) Socialisation
Correct Answer: (d) Socialisation.
Explanation: Socialisation is the lifelong process through which individuals learn social norms, values, behaviours and skills necessary to participate in society.
Q8. Which of the following does not play a role in the socialization of children? [CTET Paper II – May 2016]
(a) School
(b) Family
(c) Physical infrastructure
(d) Media
Correct Answer: (c) Physical infrastructure.
Explanation: Family, school and media influence children’s socialisation. Physical infrastructure itself is not an agency of socialisation, although the environment in which children live can affect their development.
No regular CTET examination was conducted in 2017, according to the available CTET examination records.
Q9. School is an institution of socialization of children where _____. [CTET Paper II – 9 December 2018]**
(a) School routines occupy the central position
(b) School activities occupy the central position
(c) Schoolteachers occupy the central position
(d) Schoolchildren occupy the central position
Correct Answer: (d) Schoolchildren occupy the central position.
Explanation: A child-centred school gives importance to learners. Children actively participate in learning activities, social interaction and collaborative experiences. Therefore, schoolchildren should occupy the central position in the process of socialisation.
Q10. Children acquire gender roles through all of the following, except: [CTET Paper I – 18 December 2018]**
(a) Socialization
(b) Culture
(c) Tutoring
(d) Media
Correct Answer: (c) Tutoring.
Explanation: Children acquire gender roles through socialisation, cultural practices and media influences. Tutoring is not generally identified as a direct socialisation process through which gender roles are acquired.
Q11. Which of the following play an important role in a child’s socialization? [CTET Paper II – 7 July 2019]
(i) Media
(ii) School
(iii) Family
(iv) Neighbourhood
(a) (iii), (i)
(b) (ii), (iii)
(c) (i), (iii), (iv)
(d) (i), (ii), (iii), (iv)
Correct Answer: (d) (i), (ii), (iii), (iv)
Explanation: Media, school, family and neighbourhood all contribute to a child’s socialisation. They influence children’s values, behaviour, social skills and understanding of society.
Q12. Which of the following is the primary socialising agency? [CTET Paper I – 7 July 2019]
(a) School
(b) Government
(c) Media
(d) Family
Correct Answer: (d) Family
Explanation: Family is the primary socialising agency because children initially learn language, values, norms and behaviour through family interactions.
Q13. Which of the following are examples of secondary socialising agencies? [CTET Paper I – 8 December 2019]
(a) Family and neighbourhood
(b) Family and media
(c) School and media
(d) Media and neighbourhood
Correct Answer: (c) School and media
Explanation: School and media are secondary socialising agencies because they influence children’s learning, attitudes, values and behaviour beyond the immediate family environment.
Q14. Which of the following is correct in the context of the socialization of children? [CTET Paper I – 31 January 2021 | CTET 2020 Session]
(a) School is a primary socialization agent and family is a secondary socialization agent.
(b) Both school and family are secondary socialization agents.
(c) School is a secondary socialization agent and family is a primary socialization agent.
(d) Both school and family are primary socialization agents.
Correct Answer: (c) School is a secondary socialization agent and family is a primary socialization agent.
Explanation: Family is the primary agency of socialisation because children initially learn language, values and social behaviour within the family. School is generally considered a secondary agency because it expands children’s social experiences beyond the family.
Q15. School _________ socialization of children. [CTET Paper II – 31 January 2021 | CTET 2020 Session]
(a) Does not play any role in
(b) Plays very little role in
(c) Is a primary agency of
(d) Is a secondary agency of
Correct Answer: (d) Is a secondary agency of
Explanation: School functions as a secondary agency of socialisation. It promotes cooperation, social interaction, discipline, shared values and participation in group activities.
Q16. Which of the following is correct in the context of socialization of children? [CTET Paper I – 31 January 2021]
(a) Peers are primary socialisation agents and family is a secondary socialisation agent.
(b) Family and mass media both are secondary socialisation agents.
(c) School is a secondary socialisation agent and family is a primary socialisation agent.
(d) School is a primary socialisation agent and peers are secondary socialisation agents.
Correct Answer: (c) School is a secondary socialisation agent and family is a primary socialisation agent.
Explanation: Family is the primary agency of socialisation, while school generally functions as a secondary agency. School expands children’s social experiences beyond the family.
Q17. Which of the following are primary socializing agencies for children? [CTET Paper I – 30 December 2021]
(a) School and neighbourhood
(b) Family and media
(c) Neighbourhood and teachers
(d) Family and neighbourhood
Correct Answer: (d) Family and neighbourhood.
Explanation: Family and neighbourhood are primary socialising agencies because children develop social behaviour, values and interpersonal skills through these immediate social environments.
Q18. Which of the following statements about socialization is correct? [CTET Paper II – 31 December 2021]
(a) There is a uniform way of socialization across cultures.
(b) Socialization is a complex process in which several agencies influence children during various times in their life-span.
(c) Media and family are secondary agencies of socialization.
(d) Secondary socialization occurs first when children learn their individual identity and acquire language.
Correct Answer: (b) Socialization is a complex process in which several agencies influence children during various times in their life-span.
Explanation: Socialisation is a continuous and complex process. Different agencies, including family, school, peers and media, influence individuals at different stages of life.
Q19. Which of the following statements about socialization of children is correct? [CTET Paper II – 11 January 2022 | CTET 2021 Examination Cycle]
(a) Media is an agency of primary socialization.
(b) Media is an agency of secondary socialization.
(c) Media is an important part of the child’s microsystem.
(d) Media is not an agency of socialization.
Correct Answer: (b) Media is an agency of secondary socialization.
Explanation: Media influences children’s attitudes, beliefs, values and behaviour. Therefore, it is commonly considered an agency of secondary socialisation.
Q20. Peer group— [CTET Paper I – 27 December 2021]
(a) Has a significant role in secondary socialisation of childhood.
(b) Does not have any role in the socialisation of children.
(c) Has a small but insignificant role in the socialisation of children.
(d) Is not an agency of secondary socialisation.
Correct Answer: (a) Has a significant role in secondary socialisation of childhood.
Explanation: Peer groups influence children’s social behaviour, communication, cooperation, attitudes and understanding of social relationships.
Q21. Which of these is NOT a primary agent of socialization? [CTET Paper I – 22 December 2021]
(a) Family
(b) Neighbourhood
(c) Peers
(d) Government
Correct Answer: (d) Government.
Explanation: Family, neighbourhood and peers directly influence children’s social development. Government is not generally classified as a primary agent of socialisation.
Q22. ________ is a primary and ________ is a secondary agent of socialization. [CTET Paper I – 1 January 2022]
(a) Family, School
(b) Media, Family
(c) School, Media
(d) Media, Neighbourhood
Correct Answer: (a) Family, School
Explanation: Family is generally considered the primary agency of socialisation, while school is a secondary agency. Children first learn basic values, language and behaviour within their family.
Q23. Which of the following are secondary agencies of socialization? [CTET Paper I – 3 January 2022]
(i) Family
(ii) Media
(iii) Religious institutions
(iv) School
(a) (i), (ii) and (iv)
(b) (i), (iii) and (iv)
(c) (ii), (iii) and (iv)
(d) (i) and (iv)
Correct Answer: (c) (ii), (iii) and (iv)
Explanation: Media, religious institutions and school are examples of secondary agencies of socialisation. Family is generally regarded as the primary agency.
Q24. Which of the following statements about socialization is correct? [CTET Paper II – 11 January 2022]
(a) There is a uniform way of socialization across cultures.
(b) Socialization is a complex process in which several agencies influence children during various times in their life-span.
(c) Media and family are secondary agencies of socialization.
(d) Secondary socialization occurs first when children learn their individual identity and acquire language.
Correct Answer: (b) Socialization is a complex process in which several agencies influence children during various times in their life-span.
Explanation: Socialisation is a continuous and complex process. Family, school, peers, media and other social institutions influence individuals at different stages of life.
Q25. Which of the following statements about socialization of children is correct? [CTET Paper II – 11 January 2022]
(a) Media is an agency of primary socialization.
(b) Media is an agency of secondary socialization.
(c) Media is an important part of the child’s microsystem.
(d) Media is not an agency of socialization.
Correct Answer: (b) Media is an agency of secondary socialization.
Explanation: Media influences children’s attitudes, beliefs, values and behaviour. It is therefore commonly identified as an agency of secondary socialisation.
Q26. Many parents demanded a ban on the popular cartoon show Shinchan because their children were imitating the central character’s unruly behaviour. This illustrates that ________ is an important agency of socialization. [CTET 2022–23 Question Compilation]
(a) Media
(b) Peers
(c) Neighbourhood
(d) Religion
Correct Answer: (a) Media
Explanation: Television programmes and other media can influence children’s behaviour, attitudes and social learning. This example highlights the role of media in socialisation
Q27. Which of the following is NOT an important secondary agency of socialization? [CTET Paper II – 23 January 2023]
(a) Family
(b) Media
(c) School
(d) Peers
Correct Answer: (a) Family
Explanation: Family is generally considered the primary agency of socialisation. School, media and peers are commonly identified as secondary agencies that influence children’s social development.
Q28. During middle childhood, ______ the primary agency of socialization continues to play an important role but secondary agencies of socialization ______ also become important. [CTET Paper II – 27 January 2023]
(a) Family; peers and media
(b) Peers; family and school
(c) Media; family and school
(d) School; peers and media
Correct Answer: (a) Family; peers and media
Explanation: During middle childhood, the family remains an important primary agency of socialisation. At the same time, peer groups and media increasingly influence children’s behaviour, attitudes and social learning.
Q29. Which of the following statements about socialization is correct? [CTET Paper II – 28 January 2023]
(a) Socialization is a simple process involving only the family.
(b) Socialization occurs only during early childhood.
(c) Socialization is a complex process that takes place through various formal and informal means.
(d) Socialization is determined entirely by genetic factors.
Correct Answer: (c) Socialization is a complex process that takes place through various formal and informal means.
Explanation: Socialisation is a continuous and complex process. Children learn appropriate cultural behaviour through family, friends, media, school and other formal and informal agencies.
Q30. Which of the following characterise the process of socialization? [CTET Paper II – 21 January 2024]
(a) It is a linear process.
(b) It is a complex process.
(c) It is a multidimensional process.
(d) It takes place uniquely in different cultures.
(1) (b), (c), (d)
(2) (a), (b), (c), (d)
(3) (a), (b)
(4) (b), (c)
Correct Answer: (1) (b), (c), (d)
Explanation: Socialisation is a complex and multidimensional process. It differs across cultures because children learn culturally specific values, norms and behaviours. It is not a linear process.
