Family and school as an agency of Socialization
All events, forms of expression of a child and are influenced by Determined Sometimes the relationship with the social environment in Which He Lives and grows.
Learning the language, the acquisition of a behavior less egocentric, the establishment in the child needs and interests, play activities and self-expression, her own emotional manifestations are the result of a complex interplay of constraints imposed by culture and by the group in which they live.
This culture, which exists in every human group, is to "use all those techniques, production and behavior, by which a group of men is able to satisfy his needs, to protect themselves against the hostility of the physical environment and biological and work and live together in a more or less orderly and peaceful. " (R. Zavalloni - F. Montuschi).
The resulting constraints are not necessarily negative; sometimes possible to determine in the individual behaviors and positive attitudes of life, such as learning to talk, walk, communicate, etc.. in this case must be considered highly educational.
The phenomenon is a negative value when creating cultural disadvantages and deprivations which cause a depletion of resources and intelligence.
Sociologists have clearly shown how powerful are the effects of social conditioning and learning as the latter was statistically determined from learning of an individual to a particular social group.
In particular, the correlation between cultural factors and intellectual development has been carefully studied in psychological, educational psychology, sociological: it is however noted that intellectual development is "largely the story of the gradual socialization of thought social adjustment, then increasingly penetrated by the influences of his environment. " (J. Piaget).
"Therefore, in the socialization process, the environment itself as a combination of factors including conditioning should not be omitted the role of family and school, or to those with other institutions were called 'agents socializer' . (Gallino L.).
Family situation, with regard to constraints resulting from it, is "crucial in creating behaviors and attitudes that will allow the preparation of subject recruitment and conducting social roles." (O. Petrelli).
And 'demonstrated that the low socio-economic household negatively affects the child of poor nutrition, poor and overcrowded housing, poor sanitation.
But besides these factors, not determinants following the increase in economic welfare, there are certainly other relative, but not necessarily with the economic situation.
They are: parental attitudes toward school, climate, cultural lived in the family, and in particular type of language used by parents.
As for the social formation of the subject, in fact, much depends on "the type of behavior and attitudes of parents towards their children, from possessing or not a particular cultural set, or finally being less open and sensitive to social issues." (O. Petrelli).
The phenomena of development of our society were retraced on revolutionizing the life within it, and thus the relationships among its members.
Unlike the patriarchal family, consisting of several families linked by close ties of blood and subordinate to the authority of 'old', the current family has acquired a decidedly nuclear tight relationship, but there is no doubt that, Unlike the traditional family, it gives the child a greater chance of achieving more freely the various volunteer activities.
Beyond the function socialistic positive or negative role played by the family, it is certain that it puts one hand "as an institution that already has rules, values and behaviors and the other as a bridge between the individual himself and society providing interpretations, evaluations, and discrimination in regard to the different aspects and problems of historical reality, political, economic, social and cultural. " (O. Petrelli).
After the family, the child is under the influence of other social structure, the school where education is implemented as intended transmission of culture from adult generations to younger ones.
It fits "like a wedge between the expansive family and the roles of adult life gradually increasing its area of penetration and influence as a factor of socialization and, by virtue of this act as an agent of selection for the placement of individuals in different social positions. " (Gallino L.).
We have seen how the family experiences made by the child, influence his way of acting up to his first entry to school should be doing the work of deconditioning freeing the child's personality by negative influences, oppressive and alienating, but also rebuilding the same in a promotional environment that knows how to give everyone the ability to be himself overcoming all forms of conditioning.
Sometimes the school also becomes a source of negative conditioning for failing to compensate the disadvantage in which they are the children of depressed families, even worse with the disapproval, the housing shortage, lack of effective collaboration between teachers, but above , ignoring the experience and the personality type of each child from a different social stratum.
______________________________________________ All events, forms of expression of a child and are influenced by Determined Sometimes the relationship with the social environment in Which He Lives and grows.
Learning the language, the acquisition of a behavior less egocentric, the establishment in the child needs and interests, play activities and self-expression, her own emotional manifestations are the result of a complex interplay of constraints imposed by culture and by the group in which they live.
This culture, which exists in every human group, is to "use all those techniques, production and behavior, by which a group of men is able to satisfy his needs, to protect themselves against the hostility of the physical environment and biological and work and live together in a more or less orderly and peaceful. " (R. Zavalloni - F. Montuschi).
The resulting constraints are not necessarily negative; sometimes possible to determine in the individual behaviors and positive attitudes of life, such as learning to talk, walk, communicate, etc.. in this case must be considered highly educational.
The phenomenon is a negative value when creating cultural disadvantages and deprivations which cause a depletion of resources and intelligence.
Sociologists have clearly shown how powerful are the effects of social conditioning and learning as the latter was statistically determined from learning of an individual to a particular social group.
In particular, the correlation between cultural factors and intellectual development has been carefully studied in psychological, educational psychology, sociological: it is however noted that intellectual development is "largely the story of the gradual socialization of thought social adjustment, then increasingly penetrated by the influences of his environment. " (J. Piaget).
"Therefore, in the socialization process, the environment itself as a combination of factors including conditioning should not be omitted the role of family and school, or to those with other institutions were called 'agents socializer' . (Gallino L.).
Family situation, with regard to constraints resulting from it, is "crucial in creating behaviors and attitudes that will allow the preparation of subject recruitment and conducting social roles." (O. Petrelli).
And 'demonstrated that the low socio-economic household negatively affects the child of poor nutrition, poor and overcrowded housing, poor sanitation.
But besides these factors, not determinants following the increase in economic welfare, there are certainly other relative, but not necessarily with the economic situation.
They are: parental attitudes toward school, climate, cultural lived in the family, and in particular type of language used by parents.
As for the social formation of the subject, in fact, much depends on "the type of behavior and attitudes of parents towards their children, from possessing or not a particular cultural set, or finally being less open and sensitive to social issues." (O. Petrelli).
The phenomena of development of our society were retraced on revolutionizing the life within it, and thus the relationships among its members.
Unlike the patriarchal family, consisting of several families linked by close ties of blood and subordinate to the authority of 'old', the current family has acquired a decidedly nuclear tight relationship, but there is no doubt that, Unlike the traditional family, it gives the child a greater chance of achieving more freely the various volunteer activities.
Beyond the function socialistic positive or negative role played by the family, it is certain that it puts one hand "as an institution that already has rules, values and behaviors and the other as a bridge between the individual himself and society providing interpretations, evaluations, and discrimination in regard to the different aspects and problems of historical reality, political, economic, social and cultural. " (O. Petrelli).
After the family, the child is under the influence of other social structure, the school where education is implemented as intended transmission of culture from adult generations to younger ones.
It fits "like a wedge between the expansive family and the roles of adult life gradually increasing its area of penetration and influence as a factor of socialization and, by virtue of this act as an agent of selection for the placement of individuals in different social positions. " (Gallino L.).
We have seen how the family experiences made by the child, influence his way of acting up to his first entry to school should be doing the work of deconditioning freeing the child's personality by negative influences, oppressive and alienating, but also rebuilding the same in a promotional environment that knows how to give everyone the ability to be himself overcoming all forms of conditioning.
Sometimes the school also becomes a source of negative conditioning for failing to compensate the disadvantage in which they are the children of depressed families, even worse with the disapproval, the housing shortage, lack of effective collaboration between teachers, but above , ignoring the experience and the personality type of each child from a different social stratum.
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