EDUCATIONAL ROLE OF THE FAMILY IN SOCIETY - ECONOMÍA - 2025

The educational role of the family in society has evolved significantly throughout history. So much so that the educational system has been in charge of sharing the child's education with it.

However, not all families fulfill their role equally. In each home an educational style is used that, with more or less success in education, plays a relevant role in the child's development.

The family 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 families, ties are established between their components. From these, rules are generated, values ​​are acquired and a symbology is adopted that all its components will understand.

Socialization as an educational agent

Within the functions of the family we find the reproductive, economic, educational and assistance functions.

Learning begins from the family. It is where the first habits are acquired that will function as life tools so that the child is able to function in their context.

For this, we must mention the concept of socialization, since it has a central role in the educational function and, in addition, it is closely related to the culture in which the individual develops.

The possibility that the child acquires his culture and adapts to the environment to participate in social life, will be the necessary ingredients with which he can adapt to society and interact in it.

For socialization to take place, there are agents called socializing agents from which we distinguish three levels:

• Primary (family).
• Secondary (school, friends, religion, etc.).
• Tertiary (reeducation and prison).

All of these allow development to take place in a favorable way and, therefore, benefit the inclusion of children in the context in which they have lived.

What do children learn in the family?

All educational process begins in the family home as a priority source and later continues to develop from other aspects in the school.

As Bronfenbrenner's ecological model points out , it is essential to analyze the individual in context. It is not possible to study it without taking into account the place where it interacts, with whom it interacts and how it affects it.

Emotional and social skills

The influence of the family plays a central role in this development, such as the acquisition of 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 the primary skills and the most important social skills are learned in the first years of life, where the first experiences are faced.

Relationship with siblings

One of these is the arrival of the brothers. It constitutes an enormous change in the routine of the children who, until now, have been unique. Behavioral modifications begin to appear where the paternal relationship undergoes a change, obligations increase and interaction with the family decreases

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.

Norms and values

There is no doubt that the family has basic educational functions, where affection and support must always exist as a fundamental rule of daily coexistence within the family home.

All this allows a satisfactory child development, benefiting the learning of rules, the acquisition of values, the generation of ideas and patterns of behavior adjusted to successful contact with society.

Autonomy

In addition, it is important that they guarantee stability through routine and generate new experiences that provide learning for the child so that he is prepared for situations in which he must respond autonomously.

Family educational styles

Through the affective bond that the child has with his parents, various bonds will be created that will lead to ideal growth, generating a feeling of trust to ensure efficient attachment.

From the different educational styles derive the behavioral patterns with which one reacts to familiar everyday situations. It is about the way in which the family will work to achieve the proposed educational objectives.

These styles are formed from two basic dimensions: support and control. Support, on the one hand, comes from affection (expression of emotions) and communication (interaction and participation between parents and children).

On the other hand, control is related to one's own control (rule management) and demands (responsibility and autonomy expected of children).

The main educational styles are:

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 circumstances, without taking into account the child's involvement in terms of the rules, which are usually excessive.

The parents are responsible for guiding their children along the best path and, therefore, they understand that respect is linked to fear of it. They show different behaviors and reasons as absolute truth.

Normally, the imposition 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 mere demands or obligations.

They are also the ones who make the decisions, the child understands that the most effective way to solve problems is to use force, leading to dependence and fear, since they understand that bad behavior will have great and fearful repercussions.

These children are often characterized by low self-esteem, neglecting social competence when it comes to socialization and social skills. Originating people with a strong aggressive and impulsive character in their daily lives.

Permissive style

Permissiveness is manifested through the low demands of parents towards their children. It is the habits and attitudes of the child that are accepted as routine and valued. Furthermore, there is neither the imposition nor the consensus of the norms as they are non-existent and, therefore, the requirements are annulled.

Parents take it for granted 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 may arise.

In most cases, the children seek permanent benefit. Parents usually eliminate all obstacles, accustoming them to everything being solved for them and, causing continuous disrespect.

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 closest environment.

They are not educated to control impulses, as they are used to acquiring each and every one of their whims.

Democratic style

Democracy as an educational style contemplates the whole child. That is, your perception of events and your needs are taken into account.

Without forgetting the importance of discipline, the father figure intervenes as a guide and is not a setter of rules, since the demands are exposed by both parents and children through dialogue and adequate explanations.

Therefore, the child is listening and the various rules and demands 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 facing the consequences that may be obtained.

Children learn that they can make mistakes, that they can solve problems themselves, and the role of parents is to help them find the right path, since the possibility of facing problems will make them mature.

These children are characterized with high self-esteem and good social-emotional development with effective acquisition of social skills.

They manifest as self-controlled and autonomous people in the various situations that arise.

References

1. COLL, C., PALACIOS, J. Y MARCHESI, A. (COORDS.) Psychological development and education. Vol. 2. Psychology of school education (597-622). Madrid: Alliance.
2. BARCA, A. (COORDS.). Instructional psychology (vol.3). Contextual and relational components of school learning. Barcelona EUB.
3. SHAFFER, D. (2000). The extrafamilial influences I: television, computers and schooling. Social and personality development (pages 425-462). Madrid: Thomson.
4. SHAFFER, D. (2000). The extrafamilial influences II. Equals as agents of socialization. Social and personality development (pages 463-500). Madrid: Thomson
5. How we have to educate our children (July 10, 2016).