Family Background As Correlate Of Child Socialization
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Family Background As Correlate Of Child Socialization
ABSTRACT
A case study of selected schools in Lagos State’s Mainland Local Government Area was conducted to investigate parental history as a predictor of child socialisation. The respondents’ opinions were assessed using a descriptive research survey design and a questionnaire.
Three hundred and fifty respondents were recruited to represent the overall population of the study. Five null hypotheses were generated and tested using the Pearson Product Moment Correlation for hypothesis one
One-way Analysis of Variance for hypotheses two, three, and four, and the independent t-test statistical tool at a significance level of 0.05. After analysing the data, the results show that:
(1) There is a strong link between home and children’s social adjustment.
(2) There is a strong association between parental socioeconomic position and children’s social adjustment.
(3) There is a considerable link between parental ethnicity and children’s social adjustment.
(4) There is a strong correlation between parents’ religious origins and children’s social adjustment.
(5) There is no significant gender difference in academic performance among children based on their household situations.
Chapter one
INTRODUCTION
1.1 Background for the Study
Socialisation is a unique process that occurs during childhood. According to symbolic interactionism, socialisation is essential for each function that a person acquires throughout their life.
According to Peterson and Haan (1999), socialisation is more broadly classified as enculturation or acculturation. Enculturation is the process of passing on a specific culture from one generation to the next. Acculturation, on the other hand, refers to the process of learning a new or different culture (for example, as an immigrant in another nation).
Ross and Buriel (1998) defined socialisation as the process by which an individual’s standards, skills, motives, attitudes, and behaviours change to conform to those deemed desirable and appropriate for his or her current situation, leaving open the possibility that adults, in addition to children, can be socialised into new roles and responsibilities.
Thus, late twentieth-century socialisation theories propose that both parents and children are socialised by others known as socialisation agents (Pillemer and Mccartney, 1991).
There are numerous theories that handle the transition to motherhood, parental participation, and child socialisation (for example, social learning symbolic interactionism).
However, there are relative theoretical models that emphasise on parental socialisation (Warpmer, 1993), despite the fact that parenthood has a tremendous influence on adult development, let alone child development.
Existing developmental models of parent-child socialisation typically begin with conception or birth. Furthermore, most approaches focus on parent-child relationships in infancy, childhood, or adolescence, while ignoring ongoing parent-child relationships throughout life.
The saying “Charity begins at home” is well-known. A child is first and foremost a product of his or her immediate surroundings, which includes his or her home. The impact of the family environment on a child’s development, particularly his or her social adjustment, cannot be overstated (Mundi, 2000). This is because the embryo develops in the mother’s womb from the moment it is conceived until birth.
A child is influenced positively or negatively by the hereditary characteristics passed down to him from his parents at conception, as well as the environmental factors to which he is exposed before and after birth.
While physical attributes such as height, facial look, nose, skin colour, and so on are noticeable in a kid, other elements such as IQ and temperament are thought to be influenced by both heredity and environment (Anyakoga, 1994).
Munonye (2001) discovered that a child born into a warm atmosphere as well as a tranquil loving home is more likely to grow up happy and caring towards others.
An unwanted or unloved child who experiences frustration and rejection at a young age is more likely to grow up miserable. By the time the child reaches adulthood or adolescence, his childhood experiences have shaped his character.
However, it is only at the adolescent stage that he or she fails to meet their expectations, without considering the context they have supplied for the child’s development and socialisation.
According to Arnolds (1994) and Adamson (2000), children who grow up in a hostile home environment with a lot of nagging, quarrelling, and arguing are more likely to be dissatisfied and wish to leave as soon as possible. In such a setting, the adolescent child would want to spend the most of his/her day with friends, where he would be happier and more comfortable.
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