The Family educational functions in society Have evolved significantly throughout history. So much so, that the education system has been charged with sharing the education of the child.
However, not all families perform their function equally. In each home an educational style is used which, with more or less success in education, plays an important role in the development of the child.
Through this article we will point out the importance of the family's involvement in the child's education, the importance of socialization and Educational styles more common.
Family definition
According to the Royal Academy of the Spanish Language (2016), the family as "... group of people related to each other living together".
In view of this description, we must take into account that it is a group of people who share common characteristics. They tend to stay together over time and share the same home in most cases.
In all the families establishes bonds between its components. From these are generated rules , Values are acquired and a symbology is adopted that will understand all its components (Salles, 1991).
From the point of view of Psychology of the education , The concept of Family (types and functions) Is adopting a new definition where new characteristics are given that leave aside the traditional concept.
It is in this new vision that it is no longer necessary any legal, genetic linkage and also that in all cases the figure of biparentality is given.
The image merely begins to disappear patriarchal , Which has been maintained throughout history. The father was exclusively in charge of carrying the economic sustenance of the house, because it is not only the responsibility of the mother the domestic contribution, but also the father should intervene in the education of the child.
And, of course, new types of families are given, such as homoparental, adoptive and single-parent families, among others.
Socialization as an educational agent
Within the functions of the family we find the reproductive, economic, educational and care function.
In this case, we are going to define the Educational Function As the most linked to education, as its name suggests.
From the family begins to give the learning. It is where they acquire the first habits that will function as tools of life so that the child is able to develop in its context.
To do this, we must mention the concept of socialization , Since it has a central role in the educational function and, in addition, is closely related to the culture in which the individual develops.
The possibility of the child acquiring his culture and adapting to the environment to participate in social life will be the necessary ingredients with which he can adapt to and interact with society.
In order for socialization to take place, there are agents called Socializing Agents From where we distinguish three levels (Parra and León, 2012):
- Primary (family).
- Secondary school (school, friends, religion, etc.).
- Tertiary (reeducation and prison).
All these allow development to take place in a favorable way and, therefore, benefits the inclusion of children in the context they have lived (Parra and León, 2012).
Influence of the family on the education of the child
All educational process begins in the family home as a priority source and subsequently, continues to develop from other slopes in the school.
However, sometimes these attributions give rise to doubts and confusion, because it is society that poses the school as the main vertebra in the educational development of the child, leaving out the responsibility of the family.
The context in which the development of the person is framed includes all the factors involved in this process:
- The family.
- The school.
- The peer group.
As the Ecological Model of Bronfenbrenner , It is essential to analyze the individual within its context. It is not possible to study it without taking into account the place where it interacts, with whom it does and how it affects it.
The influence of the family has a central role in this development influences a wide variety of fields, such as the acquisition of the skills to express emotions , The relationship established with the parents ( Attachment ), the practice of social skills In interpersonal communication, etc.
Therefore, we can say that the family is the component where they learn the primary skills and social skills most important in the first years of life, where the first experiences are faced.
One of these is the arrival of the brothers. It is a huge change in the routine of the children who, so far, have been unique. Behavioral modifications begin to appear where the paternal relationship undergoes a change, increases the Obligation S And the interaction with the family is diminished
As we have already mentioned, the family comprises a relevant pillar in the education of children, although it is not the only one, since all its functions are supported by the school.
However, there are situations where there is disagreement on both sides (family-school) and this can lead to the well-known term of School failure , Being this situation that many investigations indicate that the family support guarantees the success at the beginning of the attendance to the schools.
There is no doubt that the family has basic educational functions, where there must always be affection and support as a fundamental rule of daily living within the household.
All this allows a satisfactory child development, benefiting the learning of the norms, the acquisition of values, the generation of ideas and behavior patterns adjusted to the successful contact with the society.
In addition, it is important that they ensure stability through routine and generate new experiences that bring learning to the child so that he is prepared for situations in which he must respond with autonomy.
In cases of Divorces , Reconstitutions or family problems It is important to eliminate prejudice and show naturalness in different situations, especially when information is obtained from the family context of the student, moving away from the concept of traditional family, as well as betting on the expression of emotions that can result in great benefits for the child.
In conclusion, we must conclude this section by pointing out that the family, for its part, requires the school functions in which it can be marginalized, such as:
- The teaching of academic content.
- The possibility of increasing the attendance of the students to the classrooms.
- Acceptance among equals.
- He Learning skills , The values and skills necessary to act in your life.
It is at this moment that some controversial situations can be observed since, at times, the family demands more to the school than it can give. Therefore, it is important to establish good links between the family and the school, where the participation and cooperation of both are given (Parra and León, 2012).
Family Educational Styles
Through the affective bonding that the child has with his parents, various bonds will be created that will give rise to ideal growth, generating a feeling of trust to ensure an effective attachment.
Of the different Educational styles They derive the behavioral patterns with which one reacts to familiar everyday situations. It is the way in which the family will work to achieve the proposed educational objectives (Parra and León, 2012).
These are formed from the attitudes, which are composed of beliefs that generate the behaviors that the families manifest before a wide variety of situations.
In this way, these styles are formed from two basic dimensions: support for Y control .
Support, on the one hand, part of affection (expression of emotions) and communication (interaction and participation between father and children).
And, on the other hand, control is related to the control itself ( Standards management ) And the demands (responsibility and autonomy expected of children).
To make a classification of family styles, you can make several different groupings. However, we have considered it appropriate to distinguish between the following:
Authoritarian style
Authoritarianism is marked by imposition and control, power as an educational tool. It is the paternal / maternal figure who takes the reins and decides, under any concept, without taking into account the child's involvement in the rules, which are often excessive.
It is in the parents that it is the responsibility of guiding the children in the best way and, therefore, they understand that the respect is linked to the fear that is had to him. They show different behaviors and reasons as absolute truth.
Normally, taxation is the main ally for the resolution of conflicts and, therefore, they pose the directive action at all times, being the solution to the problems only demands or obligations.
It is also they who make the decisions, the child understands that the most effective way to solve problems is to use force, giving rise to dependence and fear, because they understand that bad behavior will have great and fearful repercussions.
These children are usually characterized by a low self-esteem , Leaving aside social competence in terms of socialization and social skills. Originating people with a strong character Aggressive and impulsive In their daily lives.
Permissive style
Permissiveness manifests itself through the parents' low demands on their children. It is the habits and attitudes of the child that are accepted as routine and valued.
In addition, there is no imposition or consensus of the rules since they are non-existent and, therefore, the requirements are annulled.
Parents assume that their children are good and that they are on the best path. Therefore, according to the parents, it is their responsibility to give them everything they need and request, avoiding any inconvenience that occasions them.
In most cases, children seek permanent benefit. Parents often eliminate all obstacles, accustoming them to have everything solved and causing continual lack of respect.
Children educated in a permissive style are often characterized as people with high self-esteem, as well as low social competence to relate to their immediate environment.
They are not educated to Control impulses , Because they are accustomed to acquire each and every one of their whims.
Democratic style
Democracy as an educational style contemplates the child as a whole. That is, it takes into account their perception of events and their needs.
Without forgetting the importance of discipline, the paternal figure intervenes as a guide and does not impose rules, because the demands are exposed by both parents and children through dialogue and appropriate explanations.
Therefore, the child is listening and the various rules and requirements are adapted to the specific situation.
It is committed to the participation of the child in decision making, in the establishment of norms and, therefore, in coping with the consequences that can be obtained.
Children learn that they can make mistakes, that they can solve problems on their own, and the role of parents is to help them find the right path, as the possibility of coping with problems will make them mature.
These children are characterized with high self-esteem and good Social-emotional development With an effective acquisition of social skills.
They manifest themselves as people with self-control and autonomous before the various situations that arise.
What are the reasons for adopting a democratic style?
From the models of authoritarianism and permisivism we obtain as a priority characteristic overprotection of the individual, on the part of the parents.
The permissive is characterized by the absence of responsibility and coping with consequences despite having the opportunity for choice and independent decision making.
On the other hand, authoritarianism can make children face their consequences, yet they do not learn to be autonomous. They often have high levels of dependency, they are accustomed to receiving orders.
Therefore, using a democratic style implies a responsible, independent education, fostering the possibility of learning from mistakes and creating a positive climate.
References
- COLL, C., PALACIOS, J. AND MARCHESI, A. (COORDS.) Psychological development and education. Vol. 2. Psychology of School Education (597-622). Madrid: Alianza.
- BARCA, A. (COORDS.). Psychology of instruction (vol.3). Contextual and relational components of school learning. Barcelona EUB.
- PALACIOS, J. Y MORENO, M.C. Family Context and Social Development. Unpublished manuscript.
- PARRA, A. AND LEÓN, E. (2012). Context of development and education. Psychology of Education and Development . Sevilla University.
- SALLES, V. (1991). When we talk about family, what family are we talking about? New Anthropology, XI , (39). 53-87.
- SHAFFER, D. (2000). Extra-family influences I: television, computers and schooling. Social and personality development (pp. 425-462). Cambridge: Cambridge University Press.
- SHAFFER, D. (2000). Extra-family influences II. The equals as agents of socialization. Social and personality development (pp. 463-500). Madrid: Thomson
- How we must educate our children (July 10, 2016).