The educational role of the family in societyit has evolved significantly throughout history. So much so that the educational system has been in charge of sharing with it the child's education.
However, not all families fulfill their role equally. An educational style is used in each home that, with more or less success in education, plays a relevant role in the development of the child..
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, norms are generated, values are acquired and a symbology is adopted that all its components will understand..
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Within the functions of the family we find the reproductive, economic, educational and care function.
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:
All 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..
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.
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 parents (attachment), the practice of social skills in interpersonal communication, etc..
Therefore, we can say that the family is the component where the primary aptitudes and the most important social skills of the first years of life are learned, where the first experiences are faced.
One of these is the arrival of the brothers. It constitutes a huge 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.
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 the rules, the acquisition of values, the generation of ideas and patterns of behavior adjusted to the successful contact with society..
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..
Through the affective bond that the child has with their parents, various bonds will be created that will give rise to an ideal growth, generating a feeling of trust to ensure an 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 for Y control. Support, on the one hand, comes from affection (expression of emotions) and communication (interaction and participation between parent-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:
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.
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 propose 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, giving rise to dependency 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 with regard to socialization and social skills. Originating people with a strong aggressive and impulsive character in their daily lives.
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. In addition, there is neither the imposition nor the consensus of the norms as they are non-existent and, therefore, the requirements are annulled..
Parents take 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 many 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.
Democracy as an educational style contemplates the whole child. That is, their perception of events and their 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.
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