George Herbert Mead, a prominent figure in symbolic interactionism, posited that the 'self' is not an innate entity but rather a social product that emerges through interaction with others. For Mead, the self is a reflexive capacity – the ability to take oneself as an object, to think about oneself, and to respond to oneself. This development is intrinsically linked to language, symbols, and the process of 'taking the role of the other.'

Development of the 'Self': Mead outlined a three-stage process through which the self develops:

1. The Preparatory Stage (Imitation): In this initial stage, typically from birth to about age two, children largely imitate the behaviors of those around them without fully understanding the meaning behind their actions. They mimic gestures, sounds, and actions, which is a crucial step in learning to use symbols and developing a sense of self.
2. The Play Stage (Role-Taking): Around ages two to five, children begin to engage in 'play.' During this stage, they take on the roles of specific others, such as playing 'mommy,' 'daddy,' 'doctor,' or 'superhero.' By enacting these roles, they learn to see themselves from the perspective of a single other. This helps them understand different social roles and the expectations associated with them. The self begins to emerge as the child internalizes the attitudes of these specific others.
3. The Game Stage (Generalised Other): This is the crucial stage, typically beginning around age five or six, where the 'generalised other' comes into play. In a game (like baseball or soccer), a child must understand not just one specific role, but the roles and expectations of all the other players simultaneously. They must grasp the rules of the game and how their actions fit into the overall structure of the activity. This requires a more complex form of role-taking.

The 'Generalised Other': The 'generalised other' represents the organized community or social group that gives the individual their unity of self. It is the internalized attitudes, expectations, and norms of the wider society or a significant social group. When an individual can take the perspective of the generalised other, they can understand how their actions are viewed by the community as a whole, not just by specific individuals. This allows them to:

• Act consistently: Individuals can behave in ways that are socially acceptable and predictable within a given social context.
• Self-regulate: They can evaluate their own behavior from the standpoint of the community's norms and values, leading to self-criticism and self-control.
• Form a coherent self: The self becomes a unified whole, integrating the various roles and expectations learned through social interaction. The 'Me' (the socialized self, representing the internalized attitudes of the generalised other) becomes dominant, providing a stable framework for the 'I' (the spontaneous, creative, and unpredictable aspect of the self).

In essence, the self develops as individuals learn to internalize the collective attitudes and expectations of their social group, moving from imitating specific others to understanding the complex web of social roles and norms represented by the generalised other. This process allows individuals to become full-fledged members of society, capable of self-awareness and social participation.