The essence of family society, core is depicted as. (Ağdemir, 1991; Cansel 1969). No system can be compared with family. Family members influence each other in this process. In this interaction, all factors within the family are factors affecting the child and family structure. Personality structure of parents and child, parental education, physical and mental health, growing styles, occupations, socio-cultural status, approaches to the child and the time they devote to the child.. All of these are the factors that affect the individuals in the family. (Berk, 2013).
Parents' perspectives play a decisive role in the education of the child. Parents who are responsible for the child's care and education, The attitudes they encounter in their childhood are seen as valid and correct for the parenting role. This approach may lead children to continue education for generations by making mistakes and mistakes. Regardless of their effectiveness, their attitudes towards the roles of parents are related to their personal development as well as the acquisition of knowledge and skills about the role of parents. The aim of family education is to ensure that the members of their family can live in a healthy and happy way with the necessary achievements.
The aims of Family Education can be listed as follows:
- To give new knowledge and skills to families
-Supporting family roles
-To support family members' self-awareness and personal development
- To support advanced roles and social relations,
-To give an opportunity to question the behaviors and behaviors
-To help them develop new methods in their relations with children,
-Increasing the quality of family life by functionalizing the internal processes,
-To contribute to the effective management of all kinds of resources they have,
-Ensuring the effective utilization of all service areas (such as education, health, law),
-To be aware of their own power to overcome the problems they can meet, (Getswicki, 2004;, AEP, 2011).
Each individual develops with the environmental characteristics and lifelong experiences as well as the features he / she brought from birth.According to Bronfenbrenner, insanlar family is the most effective means of making people human.
It is very difficult to achieve the desired goal in a system that does not involve the parents of the child. In order to have healthy individuals in every aspect of children, child's development, education and care have knowledge and skills and reflect this to their behavior and attitudes. As Myers (1996) stated, each child has the right to develop as far as their potential.
Family that has an impact on human life, offered the environment, children; positive or negative effects on the personal and social cohesion of the society (Çakıcı, 2006; Gökçe, 1991). Family Education, life-long changing roles of family members, facilitates compliance with the interests and requirements, to support and strengthen spiritually, to improve the quality of life, aiming to encourage individuals to accept each other's potentials adult-based preventive-based training. (Alpaydın, 2011). Children with a low socio-economic level cannot receive the required academic assistance as required. Therefore, they face difficulties in school and fail. Children living under these conditions cannot develop basic academic skills sufficiently before starting school and start school disadvantageously. (Moore,2011). Several family education programs have been developed to address this situation.
We can list the Family Education Programs implemented in the world;
-High / Scope Perry Preschool Project (1962)
-Head Start (1965)
-HIPPY/Home Instruction Program for Parents of Preschool Youngsters/1969
-ECFE / Minnesota Early Childhood /1973
-Parent as Teacher PAT / 1981
-Mother Child Education Program (AÇEP /1982)
-Family Child Education Program (1988)
-The Father's School (1989)
- Early Head Start / 1995
- Father Support Program (BADEP / 1996)
-Mother-Father-Child Education Project (ABÇEP / 1997)
- Pre-school Parent Child Education Program (OVÇEP / 1999)
-Mother Father Seminars (2007)
Family participation;
The basis of the idea that families cooperate with educators, It is based on Epstein's theory of ”overlap of domains”. Epstein mentions three factors that affect children: These; family, school and society. He stated that the healthy partnership provided among these three would maximize the child's development. (Epstein ve Hollifield, 1996; Akt., Driessen, Smith ve Sleegers, 2005). On the other hand, when the researches are examined Although there are different outcomes for the relationship between family participation and academic achievement, realized family participation programs, It has been shown that children have a significant impact on their development, as well as parents' parenting skills.
Family Participation;” Parent-expert-school partnership” “teaching the subject specific skills, giving social and emotional support”, “exchange of information between parents and experts”, “parents to join the group”, “development of appropriate parent-child relationships”, and “help parents to reach social resources”, in many different ways (White, Taylor & Moss, 1992).
Family, the child's first education environment and life is the most important institution that affects. Research conducted, to ensure success in education and to maintain a healthy way however, it supports the view that family and school are possible in cooperation. As a result, as long as the idea that school and family are in the best interests of cooperation, the future of society will be positively affected.
REFERENCES
Ağdemir, S. (1991). Aile ve Eğitim. Başbakanlık Aile Araştırma Kurumu Başkanlığı Dergisi, 1(1), 11-14.
Alpaydın, Y& Canel, A.N. (2011). Aile Eğitimi Programları Üzerine Notlar. Ankara: Aile ve Sosyal Politikalar Bakanlığı.
Berk, L. E. (2013). Bebekler ve Çocuklar. Doğum Öncesinden Orta Çocukluğa. (Çev. Nesrin Işıkoğlu Erdoğan), Ankara Nobel Yayıncılık.
Bronfenbrenner, U. ve Morris, P.A. (1998). The ecology of developmental processes. Handbook of child psychology .1, 993-1028.
Çakıcı, S. (2006). Alt ve Üst Sosyoekonomik Düzeydeki Ailelerin Aile İşlevlerinin, Anne Çocuk İlişkilerinin ve Aile İşlevlerinin Anne Çocuk İlişkilerine Etkisinin İncelenmesi, (Yayınlanmamış yüksek lisans tezi), Gazi Üniversitesi/Eğitim Bilimleri Enstitüsü, Ankara.
Driessen, G, Smit, F& Sleegers, P. (2005). Parental Involvement and Educational Achievement. British Educational Research Journal, 31(4), 509-532.
Epstein J. L. & Hollifield, J.H. (1996). Title I and School-Family-Community Partnerships: Using Research to Realize The Potential. Journal of Education for Students Placed at Risk, 1, 263-278.
Gestwicki, C. (2004). Home, school, and community relations (5th ed.). United States: Delmar learning
White, K. R., Taylor, M.J.& Moss, V.T. (1992). Does Research Support Claims About The Benefits of Involving Parents in Early İnvervention Programs? Review of Educational Research, 62(1), 91-125. (ERIC Journal No. EJ445315)
