The family is the primary socializing agent of which a child is a member since it is in the family the child is born. One may rightly say that the family is the informal socializing agent since all its members are blood relations. At this junction, it must be clearly known that families differ vastly in terms of their significance in social order as some have more prestige, dignity, money and power than others. However, despite these differences in families, a child in the family remains exactly alike for the following reasons:
1. The people surrounding the child here are generally adults full of experience.
2. The child lives his early life in the family and equally develops his first language.
3. Since they are of the same blood, they all work together to mould him in a way that he will perfectly fit into the society.
4. For the same reasons given above they will not intentionally misdirect him.
5. There is free interaction among the family members which promotes better understanding.
6. There is imposition of the social norm on the child through punishment and praises.
7. A child in the family is having his primary exposure to the world and hence he is totally guided by the adults in his family most especially the parents.
8. Finally, a child in the family is immune to all the social ills in the society under normal condition or in an ideal situation.
Factors affecting the Child's Academic Performance and Socialization Processes in the Family
The following factors have been found to influence learning at home and in the school.
Types of Family and Students' Academic Performance
Essentially, different types of families have been discussed in the previous chapter. Three major types of family are nuclear or monogamous, compound or polygamous and traditional or extended families. Studies performed by people proved that each type has its influence on the academic achievement of a child.
Many research studies have indicated that children from nuclear families perform better in school than children from the compound or polygamous families (Ajala & Iyiola, 1988). The following reasons are responsible for this:
1. The children have more time for their studies in most cases because there are less possible to send them on errands. The reverse is the case in a polygamous family.
2. Children from polygamous and broken homes have tendency to be social deviants due to lack of adequate supervision and care.
3. Since there are more people in a polygamous family, they exert a lot of pressure or influence on the child. If it happens that a lot of such influences are bad then this will adversely affect the child.
1. The people surrounding the child here are generally adults full of experience.
2. The child lives his early life in the family and equally develops his first language.
3. Since they are of the same blood, they all work together to mould him in a way that he will perfectly fit into the society.
4. For the same reasons given above they will not intentionally misdirect him.
5. There is free interaction among the family members which promotes better understanding.
6. There is imposition of the social norm on the child through punishment and praises.
7. A child in the family is having his primary exposure to the world and hence he is totally guided by the adults in his family most especially the parents.
8. Finally, a child in the family is immune to all the social ills in the society under normal condition or in an ideal situation.
Factors affecting the Child's Academic Performance and Socialization Processes in the Family
The following factors have been found to influence learning at home and in the school.
Types of Family and Students' Academic Performance
Essentially, different types of families have been discussed in the previous chapter. Three major types of family are nuclear or monogamous, compound or polygamous and traditional or extended families. Studies performed by people proved that each type has its influence on the academic achievement of a child.
Many research studies have indicated that children from nuclear families perform better in school than children from the compound or polygamous families (Ajala & Iyiola, 1988). The following reasons are responsible for this:
1. The children have more time for their studies in most cases because there are less possible to send them on errands. The reverse is the case in a polygamous family.
2. Children from polygamous and broken homes have tendency to be social deviants due to lack of adequate supervision and care.
3. Since there are more people in a polygamous family, they exert a lot of pressure or influence on the child. If it happens that a lot of such influences are bad then this will adversely affect the child.
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