Editing Generalized other (section)

==Role-play and games==

Mead began by contrasting the experience of role-play and pretence in early childhood, in which one role simply gives way to a different one without any continuity, with that of the organised game: "in the latter", he stated, "the child must have the attitude of all the others involved in that game".<ref>George H. Mead, ''Mind, Self, and Society'' (Chicago 1962) pp. 159, 154</ref> He saw the organised game as vital for the formation of a mature sense of self, which can only be achieved by learning to respond to, and take on board, the others' attitudes toward the (changing)  common undertakings they are involved in: i.e. the generalized other.<ref>Mead, p. 155</ref>

Mead argued that "in the game we get an organized other, a generalized other, which is found in the nature of the child itself....in the case of such a social group as a ball team, the team is the generalized other in so far as it enters – as an organized process or social activity – into the experience of any one of the individual members of it".<ref>Mead, pp. 160, 154</ref>

By seeing things from an anonymous perspective, that of the other, the child may eventually be able to visualize the intentions and expectations of others, and see him/herself from the point of view of groups of others – the viewpoint of the generalized other.

The attitude of the generalized other is the attitude of the larger community. According to Mead, the generalized other is the vehicle by which we are linked to society.