The responsibility of educative centres in infantile education is a significant issue which, still nowadays, undoubtedly generates an intense and controversial debate concerning the extent in which teachers and school life influence the development of the child’s personality, with supporters maintaining the extremely remarkable role of primary and secondary education, whilst opponents claim that families are the most important and influential aspect in the subject-matter.
Firstly, one point in favour of the role of the schools is related to the great amount of time spent by children in educative centres. For example, an average child usually spends as many as eight hours a day in school with his/her teachers. Consequently, as the life of the child appears to be mainly focused in his/her time in educative centres, their role seems to be considered as extremely remarkable.
Secondly, it is often argued that the fact that young people are exposed to a wide variety of subjects definitely leads to the significant role of the schools in the children’s personality. Many people feel that it is through the different subjects children learn at school –maths, biology, history, etc – that the student acquires a more conscious state which allows them to start to classify their different interests and preoccupations. For this reason, educative centres have the significant function of aiming to help the child into this precise process of development.
Finally, supporters believe that it is at school where children first learn to socialise. The child acquires different personal values such as generosity or humility through his/her constant contact with fellow-students. Due to this particular event, the school has the important duty to control the development of the personality of the child concerning with his/her relationships with other children.
In contrast, opponents of the consideration of the school as the most remarkable influence in the child’s personality, point out that most children have a closer relationship with their parents than with their teachers. According to this view, it is through the constant affection and friendship experienced with his/her parents that the child learns the most significant values regarding his/her own personality.
Moreover, the event that so much of the school day is devoted to competition and preparation for examinations that there is little time left for personality development is another important factor in the opponent’s personal opinion. They agree to emphasize the event that educative centres are more focused on the educational process of the child, which encourages personal values such as competitiveness and selfishness which are completely opposite to those aimed for children. Thus, it is claimed that it is not through schooling but through parents and relatives that the child will acquire the basis for the development of his/her own personality.
Furthermore, children usually spend five years of their lives at home before they even go to school. The event that the first years of the life of the child, which are considered, according to experts, as the most important ones in the development of the child, occurred in his/her home, surrounded by parents and relatives, does indeed play an important factor in the consideration of the family as the most remarkable influence in the child’s personality.
All things considered, it can be concluded that both families and educative centres are necessary for the development of the child’s personality. The best course of action would be to attempt to achieve a balance between both positions concerning the subject-matter so that the child will achieve a successful and complete personalisation process.