Joint activity and educational influence in the family

Abstract

Although nowadays a whole integrated explanation of educational influence processes in the family still seems distant, they have been important advances on the last years about this subject (Lacasa, 1997; Rodrigo, 1998; Vila, 1998). In this article some reflects on family as an educational context are presented. The constructivist conception of school teaching and learning, psychological frame of reference for the understanding of educational change processes produced in educational scholar situations (Coll, 1990; 1999), is used as a reference for these thoughts over. Characteristics of educational intervention in family activities are presented departing from the nuclear thesis that any approximation to the understanding of educational influence of needs to take into account the characteristics, nature and functions of the institutional context in which it takes place.