Famille(s) et scolarisation

Abstract

Geneviève Bergonnier-Dupuy - Family and schooling This article aims at presenting the main research trends that may bring information regarding the impact of family environment on children and teenagers schooling. That is: the analysis of family educational styles, of parental support to school education, and as far as younger children are concerned, of the study of educational practices and of the parent-child interactions regarding learning issues (problem solving, language interactions, practices centered around reading). The question is: what, directly or indirectly, regarding family socialisation, and according to the age of the child, will favour high achievement and successful school integration or on the contrary will be liable to lead to adaptation problems? The results coming from various research fields are relatively consistent. They emphasize the assets of a family education favouring autonomy and child fulfilment. The combination of affective availability and of strategies encouraging autonomy always has a positive impact on the child’s behaviour and achievements, particularly at school. Though, is this assertion valid whatever the social background? Furthermore, the available data do not make it possible to have a clear vision of important educational issues according to the age of the child-teenager. Finally, in a context where the relationships between generations and genders as well as the place of the child within the family have considerably evolved, the challenge of new research will consist in taking into account the complexity of contemporary reality.

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