The Team (Parent and Teacher) Role in Developing Social Skills in Primary School

Abstract

Social-affective behavior depends to a large extent on the establishment of fair relationships between family members. The way in which each parent relates to his or her own child is influenced by the education he receives as an adult, the educational level, the values, the attitudes and the conception of his world and life. In most cases, together with the educational influences of the family, come also from those of the school institutions. The framework of the school goes beyond the narrow horizon of the family and puts new demands on children, very different from those in the family and, above all, from school education. The primary school gives him new interactions, the ones with the teacher being totally different. It preserves the effective availability of the mother but distributes them in the group. It is the primary school teacher who organizes varied and interesting activities, communicating them and teaching them special things. Accepting hypotheses, detailed in this research, is an additional argument to reflect on the impact that parental education has on the child's social-emotional behavior and the importance to corellate with the teacher style. The start of harmonious development, social integration, is given by parents, the subsequent development of the school being influenced by the foundations in the family. Hence the need for the foundations to be put in love and control, the parent striving to fulfill an important purpose for his child's life.