Relations and values in children family education: Between traditionalism and modernism

Abstract

The paper presents the results of investigations on the characteristics of relations and values in children family education considering traditionalism and modernism respectively. The investigations were carried out in 2003 in Belgrade comprising the sample of 173 parents of primary school sixth graders. The investigations were conducted by the poll technique. Traditionalism and modernism, respectively, in relations and values were integrally examined using indicators as follows: authority distribution in a family, parental general care of a child, parent expectations of children of different gender with regard to doing housework, educational achievement and characteristics they consider desirable for males and females respectively. The biggest move from traditionalism to modernism was noted in the sphere of authority distribution in a family. As for parental general care of a child and their expectations in the three separated domains, there are signs of intensive abandon of traditionalistic positions. On the whole, concerning relations and values in children family education, the majority of examined families are in transition from traditionalism to modernism. Also, the results demonstrate that parent education level and level of urban character of a setting where parents grew up largely determine the type of relations and values parents will give priority to in children family education.