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The family was controlled by a patriarchal figure who maintained his authority.

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In Pre-Industrial Society, activities took place within the organisation of the family and usually involved all the adult members of the family household. Familes were large in number due to the number of children. Each member of the family collaboration in their works. All of them do their activities productively. They do their assigned task wherein it is not limited by their age and gender.

The family was controlled by men, who maintained his authority by his control. While the husband's duty is to provide, the woman's duty is to obey.  The family provided a total form of security for its members.

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family system is based on the strong affection and close companionship of the spouses, and in which the basis of marriage is romantic love rather than economics or family lineage.

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There was no shar distinction between family and society. All members of the family has specific work tasks based on their age and sex.

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During the Industrial Society,  middle class families still manage marriage but working class moved away from the idea of courtship and their is a massive rise on illegitimate births.

Extended families also became present. Families near lived each other and rely upon them during old age.  gather altogether during events and celebrations.

There is also changes on gender roles wherein men are wage earners in factories and offices, while women do household chores and take good care of their children. This situation is only exceptional to poor families where both parents need to work. Therefore gender inequality is indeed present in Industrial Society. Women lack basic rights sych as owning a property, education and employment.

On the other hand, children are being cherished and loved by their parents. Society truly recognize and focus on the value of parenting.

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the family performs many functions for both its members and the larger society, including reproduction, socialization of children, economic support, and care for the young, the ill, and the aged.

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The family role thus shrinks further. They also loses recreation. They may spend a good deal of time at home, but their minds are formed more by influences operating outside, in their work , school, association with nonfamily friends and colleagues.

Youths are the main focus, wherein they are believed to change, develop and resolve the situation of the society. However, young adults vision in marryino is to break away from their families of origin, and to set up their own independent families. Unlike in pre industrial, nuclear family is now the focus in post industrial.

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Division of labor is low. In terms of curriculum, tradition is of eminent importance.

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There is an evident importance in family and kinship. The society was populated with extended families.

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Together they worked as a productive unit producing the things needed to for their basic needs and survival. They learn things that can help their daily living and household works. They have their own obligations to do for their family. Males are the head of the family, but both parent are also committed to guide and discipline their children.

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Post industrial society focuses on service and information. Labor force are employed in services than in agriculture and manufacturing. White collar employment replaces blue collar work, and their is a big realiance on technology and computer.

Gender stereotyping was disregard. Women's labor force and participation in the community are equal with men. Also, Globalization, the spread of information and technology arise, and the education, skills and professionals are important for societal success.

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During the  Pre-industrial society, families have large numbers of children. Families are headed by the father or the eldest brother, all family members worked at productive tasks differentiated by sex and age.

And during this time, the family group was characterized as "wide family network" and was considered to be "multi-functional", meaning families during this time performed wide range of different functions (economic, social, sexual and etc.)

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Family is the primary socialization and education agent.

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Education and socialization takes place outside of the family. Family and Kinship develops during the Industrial society.

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Children in the pre-industrial society have  their training on their discipline and religious aspect severely emphasized by their family.

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Families becomes more nuclear, privatised, affluent and symmetrical than in the past.

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During this time, the nuclear family is the dominant form of family.

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Formal education during pre-industrial society is not so important or unnecessary for most people during these days.  Only a minority received formal education and much training in the family and in the workplace. The curriculum commonly links during pre-industrial society is the learning of basic skills, implementing apprenticeships and having didactic learning.

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Nuclear families had a lesser functional role in the industrialized society and there’s a separation between work and home. There was a clear cut between the gender roles as well.

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This is now the time when the families and societies learn to engage in global communication and adapts to the use of technology. The curriculum of education during this era begins to link with citizenship, where all the people should involved in a learning process to acquire knowledge and develop skills that are necessary to become effective and active citizens in the society.

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Family members are separated from each other during the day, since adults or the "wage-earning adults" especially men, spent most of there hours in their workplace and children were required to attend school.

Families have lesser quality time and integrated with social time with friends or workmates.

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Youth was established as a category of life where adolescent explore different culture, search for identity and other social experiment deemed good for the family and society.

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Relationship between the family weakened and everyone in the family who are functional fit roots for wages. The paternal authority in the family lessened to a big extent and the authority is transferred  to the community.

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The definition of knowledgeable man was shifted from a skill worker to one that have studied college.

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Education was informal and occurs mainly within the family. Education was focused on the survival and work within the family.

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Free schooling, community education, and non-formal education was introduced. Children were encouraged to attend school for a better job opportunity in the future.

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Children are not sent to school due to the high expensiveness of school tuition fee. However, for children who works at factories, two hours of schooling is required.

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industrialization made extended family connections more stronger as all of the family members who are fit and able to work must contribute to the family economically through work force, child care and education.

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The family usually runs to 1 to 3 generation where as the elders, the fathers, and older sons acts as the authority while the woman acts to obey.

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Learning mostly occurs within the family. Also Children’s religious training was more important and was intensive and discipline severe.

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The curriculum of education designs to the factory model, compartments and didactic learning. The students was train to do manufacturing or economic activities in the factory.

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Support for public education grew, and the result was a transformation of schooling from limited provision into widespread and hierarchical educational systems

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Knowledge becomes a form of power, and those individuals or nations with more knowledge have more power. Society driven by the production of information and the preeminence of professionals and technicians.

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Education pomotes "the entrepreneurial child” who can display creative language and problem-solving skills requisite to enter the globalized knowledge class as adult

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With the growth of the industry, the support for public education grew and as the educational access widened, women during this time have acquired a better access to education.

Also the study of classical curriculum had declined.

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As industrial society evolve, free education also developed which provide the citizens accessible education that can help for the betterment of the society. The curriculum focus on labor force on factories and services. White and blue collar jobs also arise.

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A

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According to Odelle 1939,  because  the center of gravity for the institution was preparation for college, enrollments were quite low and schooling was failing to address the needs of the majority of students who were not planning on attending college. Meaning during this time schools were seen as failing the society's expectations. This is also because school's are expected to teach how to improve socialization and skill sets that are needed to function in the new economy and schools wasn't able to properly provide this.

Also, even with the drastic changes in education and society , stereotypes of women hasn't changed that much,  even though some women had started to entered into male-dominated managerial and professional jobs. Most women continue to be concentrated in traditionally female dominated, communally demanding jobs.

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Their are different changes in women's role in the family likel it promotes the breadth of stereotypes of women.

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The curriculum were delivered by the family because children could not afford to go to school. Many children and adults who had a less educated life didn't know how to read or write

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There was a compulsory of two hours of education a day for children working in factories.

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Schooling was an important part of life. People could get a degree for Sciences, Mathematics, Law, etc. Technologies of online and e-learning are being developed.