Stages of self-development are concerned with a person's distinct identity, which is developed through social interaction. George Herbert Mead developed the stages in 1863. Mead argued that the various stages of self-development are based on individual perception through others. Therefore, self-stages are established using the socialization process since it allows one to be self-aware by utilizing others' views ( Shoaga, 2015) . The development of self is composed of preparatory, play, and game stages. The stages mentioned above are significant in developing an individual's self-concept; however, the game step is the most vital. The game stage is an instrument of social control, and thus, it goes on throughout the life of a child. The stage is influenced by cognitive, biological context, shaped by the nature of the interaction between the child and the community.
The game stage is the most significant part of the socialization of an individual. The stage involves social processes that help an individual to attain selfhood. The contribution of the game stage is important in shaping the entire livelihood of a person. Notably, the stage allows a child to acquire the attitude about themselves from those whom they view have a sense of control in their lives. The attitude developed enables the challenge to fit the entire community's morale and the norms acquired by the child care related to either temporal or fairly lasting from the social context ( Madzia, 2015) . The approaches developed determines one's relationship with the group that they belong to. As such, the game is significant in realizing an individual's self-consciousness to the community in which one belongs. For instance, the game stage allows the child to be aware of different responsibilities among people in their lives. Learning through interaction, thus, enables the child to consider important roles of interaction. The stage enables the child to function and determines what they will contribute to within the community or group ( Shoaga, 2015) . Nonetheless, the stage dictates the kind of behavior appropriate, expected, and suits a child's different social settings.
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A cognitive, biological process characterizes the game stage. The stage is majorly concerned with functional and behavioral perspectives ( Parsons et al., 2016) . For a child to develop a sense of selfhood by learning from others, they have to perceive, understand, and make decisions that suit their lives based on cognitive influence. Notably, the child can learn about what is expected of him or her from the community through various cognitive approaches such as cognitive neuroscience. Similarly, the cognitive, biological process such as behavioral perspective influences the game stage of a child. For instance, if a child is nurtured in a community shaped by punishment and reinforcement as a form of interaction, they will develop with similar issues. Therefore, biological issues contribute immensely to human behavior by influencing how people think, feel, or act ( Parsons et al., 2016) . The game stage's biological field is majorly associated with the child's nature and society's interaction. Pressure and dynamics are associated with the biological roots of a particular behavior, such as aggression, in which a child is subjected to contribute to his or her selfhood.
Stages of self-development play an integral part in the realization of one's selfhood. The stages are based on the interaction between the child and the community. The most crucial stage of self-development is the game part since it is concerned with how a person's entire life will be transformed. The stage involves interaction between the child and people they will imitate regarding interacting and associating with others in society. The cognitive, biological component shapes the stage because it influences behavioral and functional nature. The child will be transformed based on the behavioral influences associated with those they interact with in the community. Functional and behavioral cognitive issues influence how the child thinks and performs its functions in the community.
References
Madzia, R. (2015). Self-Construction and Self-Awareness: which One comes First?. Pragmatism Today , 6 (1), 76-87. https://aurak.ac.ae/publications/Judgment-and-Art.pdf#page=76
Parsons, S., Kruijt, A. W., & Fox, E. (2016). A cognitive model of psychological resilience. Journal of Experimental Psychopathology , 7 (3), 296-310. https://doi.org/10.5127%2Fjep.053415
Shoaga, O. (2015). Play and learning: Inseparable dimensions to early childhood education. Journal of Educational and Social Research , 5 (2), 185-185. http://www.richtmann.org/journal/index.php/jesr/article/view/6575
