THE ROLE OF THE FAMILY IN EDUCATION.

COLLABORATION BETWEEN TEACHERS AND PARENTS IN THE

DIFFERENT EDUCATIONAL STAGES, MAINLY IN
EARLY CHILDHOOD EDUCATION. WORKING METHOD WITH THE
PARENTS

INTRODUCTION

THE ROLE OF THE FAMILY IN EDUCATION:

FOUNDATION OF PSYCHOPEDAGOGICAL INTERVENTION
WITH FAMILIES
1.1 Definition of family and types
1.2 Functions of the family
1.3 Educational Styles

2. THE COLLABORATION OF TEACHERS AND PARENTS IN THE

DIFFERENT EDUCATIONAL STAGES, MAINLY IN THE
CHILD EDUCATION

3. WAYS OF WORKING WITH PARENTS: INTERVENTION

PSYCHOPEDAGOGICAL AND FAMILY GUIDANCE IN THE CENTER
EDUCATIONAL
3.1. Types of participation: individual and collective
3.2. Dialogic learning: learning communities (library
tutored)
3.3. Other educational innovation programs

4. THE ROLE OF THE COUNSELOR BEFORE THE FAMILY

CONCLUSIONS

BIBLIOGRAPHY
 INTRODUCTION

The responsibility of educating children has fallen for many years on the
family group and progressively, the school and other educational agents have been
taking on the task and the responsibility of meeting the needs that arise
the development of children and preparing their future within the
society.
The family is the child's first sphere of coexistence and action, where they will go
modeling their construction as a person based on the relationships there
establish and, in particular, according to how their basic needs are met
(Brazelton and Greenspan, 2005). This process of building their identity
will occur within a framework of expectations and desires that will correspond to the
own style of each family and social nucleus.
Parents as primary caregivers, in a 'sufficiently' good situation,
they will establish a bond, a connection with the child that will allow them to interpret
the demands for attention and care that your child needs at each moment.
They will be the first responsible for the creation of channels and meaning.
that will favor the construction of the child's identity.
It is evident that the family plays a fundamental role as the context in which
girls and boys establish their first emotional bonds, where they learn
the first things and where the world starts to make sense.
The disappearance of social support within the family itself and the lack of others.
new in the organization of modern societies, causes many families to
feeling insecure and confused about appropriate parenting guidelines and
consistent educational models that, consequently, end up "delegating" the
education of their daughters and sons in the education professionals (Vila, 2000a,
2000zb). Hence, early childhood education increasingly appears as a
imperative need of modern life in relation to the care of girls and
children.

Thus, the school becomes a context for childhood development and acquires
it makes perfect sense to address the issue of the relationships between family and school,
As García Bacete explains, 2003. Family and school are two sides of the same coin.
coin (some speak of the son and others of the student, but they all speak of the same child),
and without participation, neither the school nor the family can exist as agents
educational.

Article 27 of the Spanish Constitution establishes the duty and responsibility

of the parents, mothers, guardians or tutors to fulfill the schooling of the
children and address the educational needs that arise. Participation is required from them.
active and regular in the educational process, at school and at home,
providing support, assistance, and the transmission of the crucial values for the
coexistence.
 In the presentation of this topic, we will analyze in a first section what

we understand family, what its functions are and what types of families and styles exist

educational ones are the most widespread. In a second section we will analyze the

collaboration between teachers and parents in the different educational stages, we

we will focus on early childhood education, and we will briefly mention the collaboration

during primary and secondary education. In a third section, we will comment on

the ways of working that can be carried out with families. And, finally,

we will see the importance of the counselor's work in this collaborative education and

participatory.

1. THE ROLE OF THE FAMILY IN EDUCATION:

JUSTIFICATION OF PSYCHO-PEDAGOGICAL INTERVENTION
WITH FAMILIES

1.1. Definition and types of family:

The family can be defined as a group of people united by bonds.

of kinship, whether by blood, marriage, or adoption, who live

together for an indefinite period of time.

The most common types of families are:

. Nuclear: father, mother, and children.

. Extended: father, mother, children, and grandparents or other relatives.

. Single-parent: father or mother with children.

. And reconstituted: new couples that bring children from previous relationships.

relationship.
 1.2. Functions of the family

Regarding the functions of the family, we can establish 3 types,

what are:

The affective function, in which the family must provide support and

affective security during developmental growth, especially during the

childhood. The characteristics of attachment will be very important, for example.

during early childhood, the influence of parenting styles of the

parents and their influence on the development of individuals' self-esteem

etc.
The educational function, the family in this area holds a very important place.

important for the learning of all kinds of personal knowledge or

social aspects linked to life experience and functional learning for the

everyday life. Moreover, they can also be a good support for the

school learning of children, for example, language learning

in early childhood or support in primary school tasks and

middle school.

Socializing function: the family must provide guidelines and models of

action for children to internalize values, behaviors, and attitudes

of its social context.

Educational styles

There are different models of family socialization or educational styles,

that range from a permissive style to an authoritarian one, passing through a

democratic or more tolerant style.

. PERMISSIVE STYLE OR LAISSEZ-FAIRE

In the permissive style, parents encourage their children to

they participate in the decision-making that affects them, but they are not required
responsibilities for their behaviors. It is also characterized by a

overprotective behavior towards children that hinders their development

healthy.

Many opportunities are provided to make decisions and decide for

oneself, but they are not taught to be responsible and to face the
consequences of their actions since they are not held accountable for their mistakes.

The evolutionary consequences of this educational style are:

High self-esteem

Low social competition

Poor impulse control, and

Children are highly impressionable.

. AUTHORITARIAN STYLE.

In the authoritarian style, most decisions are made by the

fathers and mothers, being very strict when it comes to enforcing them.

It is also characterized by a behavior of overprotection.

In the case of children of authoritarian parents, it prepares them to have to

facing the consequences of their behavior, especially in the case that

they infringe the imposed limits, but have serious difficulties in

to behave autonomously since they are used to being told what to do.

what they have to do and there have been few occasions when they have had

to decide for oneself.

Consequences:

. Low self-esteem

. Lack of social competition, or

. Aggressiveness and impulsivity

 . MIXED/ COOPERATIVE OR DEMOCRATIC STYLE.

And in the democratic style, the participation of children is encouraged in the

decision making, but also the responsibility of the children when it comes to

to account for the behaviors they carry out.

The cooperative style is the most suitable for achieving:

to educate responsible individuals who have the ability to behave

regardless since it promotes active participation

of children in the decision-making of matters that affect them,

they are allowed to 'learn from their mistakes' having to face the

consequences derived from their choices, and

maintain a positive relationship with the children while doing

to comply with some basic rules of coexistence.

Consequences:

. High self-esteem

. Appropriate social skills and competencies

. Self-control, and

. Autonomy

The family must evolve as the children grow.

Parents should adapt their behavior regarding their children.

children as they acquire new abilities to

allowing him to put them into practice and master them.

2. COLLABORATION OF TEACHERS AND PARENTS IN THE DIFFERENT

EDUCATIONAL STAGES, MAINLY IN EDUCATION
CHILDREN'S.

The family-school collaboration aimed at guiding families and promoting the

agreement on educational objectives, it is a way to promote development

childish and, at the same time, to support and grow the educational competence of the

families since, from mutual agreement and trust, the professionals of the

education can help families reinforce certain practices

Educational and to highlight the problems involved in other types of actions.

Attention during the child's initial developmental stage depends on the conditions that

the adult provides. The family and the school are the contexts that contribute to
create the appropriate environment that promotes the healthy development of the child, that is,

may they grow physically, mentally, and emotionally healthy.

Collaborating means understanding that there are common goals, sharing the

conviction that to achieve them, it is preferable to join efforts, agree on a plan of

joint or coordinated action and comply with it, value and support the action of the other and,

finally, review the results together, assuming the consequences of the

own actions and avoiding attributing to the other party the responsibility for the

possible failures.) ¿????

Collaboration is easier and more viable when there is a high degree of

pre-communicability, that is, of initial coincidence of ideas, attitudes,

habits, expectations, values, etc. On the contrary, when the cultural distance
the collaboration between the family and the teaching staff is considerable, it becomes more

difficult, but not impossible. Because collaborating, if one wants to, is also a way to learn.

It requires, in such cases, that both parties be willing to carry out the

effort to approach that allows for building the necessary communication.

Organic Law 2/2006, of May 3, on Education, amended by the Law

Organic Law 8/2013, of December 9, for the improvement of educational quality,

It establishes in its article 121.5 that 'the centers will promote commitments

educational between families or legal guardians and the center itself in which

they consign the activities that parents, teachers, and students commit to

develop to improve the academic performance of students.

Also the Decree 30/2014, of February 14, which regulates the declaration

of Family-Tutor Commitment between the families or legal representatives of

students and educational centers of the Valencian Community, which aims to

regular object this commitment to make available to the centers

educational guiding models, by stages, that allow families

voluntarily reach commitments and measures with educational centers

concrete actions to improve the educational processes of the students.

The school becomes a basic pillar for implementing education by

various reasons. It is the only one that accommodates the entire population during a

sufficiently long time interval to work on some attitudes

favorable in a graduated and systematic way. And on the other hand, because it welcomes

children from the early stages of life, when their

personality, in an ideal receptive moment for its learning and development,

there is the transcendence of preventive intervention and early attention that

it involves in practice taking care of the early years of children.

The time and space of upbringing and early education are a time and a

essential spaces to address current needs such as reconciliation of

family and work life, the detection, evaluation, and support for children with needs

specific educational needs and their families, integration in diversity and the

educational co-responsibility.

The nursery school, more than anyone, must enhance and reinforce abilities.

educational resources for parents through multiple means, such as workshops

of fathers and mothers, family spaces, educational suitcases, etc. (Arnaiz,

2000, 2006). In these early phases, parents are not only looking for how

to learn to feed, put to sleep, and comfort their child, but they need to consider

essential and transcendent issues such as what it means to educate, what space

the demands of the children are granted, what space should your son occupy in the
family fabric, what are their own abilities as educators... Therefore,

among other reasons, when families have a child they seek contexts of

welcome and other families in similar situations to share, dialogue,

to question oneself, to hold back, as can be seen in the wide, varied and

decentralized network of possibilities for organized family gatherings in

workshops, baby massage courses, classical music concerts, training in

yoga for families... Stable groups of families that include the presence of

children who, agglomerated by cultural and/or reflective interests, become

growth contexts for parental competencies (Elorza and Rubio, 2000).

Partly this is because the relationships between parents and educators are complex,

full of emotional implications and mutual expectations. When raising the

collaboration between the school and the family must take into account the diversity of

realities and family situations that characterize today's society. Among them,

the composition of the family, with its educational style and cultural background.

There is full consensus in considering the relationship with families as a

essential element in early childhood education, a relationship that is supposed to be both

narrower the smaller the child is. However, these relationships are in

generally scarce and weak although at this stage they tend to be greater than in others

educational stages as shown by some research such as that of Palacios and

Oliva (1991), Busquets (2000).

THE COLLABORATION BETWEEN PARENTS AND TEACHERS DURING THE

PRIMARY EDUCATION:

Regarding primary education, we will briefly say that the transition to this stage

it represents a change for the child to take into account, the school becomes more

systematized, with higher demands. Basic skills are acquired.

fundamentals for personal development and the inclusion of children in society.

Learning is provided as instrumental techniques (reading, writing and

calculation), and learning of intellectual work habits that will allow him/her to
to learn more maturely and autonomously. ) Here the influence of the family is

determinant, and for this reason the school must guide the family in aspects such as:

the need for educational reinforcement in areas where the child has difficulties,

the educational inclusion of children with Specific Support Needs

Educational, adaptation of children in situations of educational compensation, etc.

Family participation in primary education can occur both in the classroom,

like in the center and even from their homes.

In the classroom, through workshops and complementary and extracurricular activities.

In the center, through the School Council, Associations of Parents and Mothers,

Institutional Festivities and Celebrations (Book Day...)

In their homes, supporting specific projects, working with their sons and daughters in

the completion of school tasks, searching for information on topics that

we work in the classroom, providing the materials that are requested, etc.

THE COLLABORATION BETWEEN PARENTS AND TEACHERS DURING THE

SECONDARY EDUCATION:
At this stage of development, in addition to the transition from one educational stage to another,

we need to add the important personal changes that arise with the

adolescencia: a nivel físico, cognitivo, social, afectivo-emocional, definición de

interests, vocational choice, etc.

In general, family collaboration decreases compared to primary school,

for various reasons. At this level, the issues for which it intervenes

mainly the center, can be: due to low student performance, due to

possible family or social conflicts of the students, due to issues of a type

affective or developmental of the students, due to possible NEAE that their children may have, or the

academic and professional orientation.

[Link] OF WORKING WITH PARENTS: INTERVENTION
PSYCHOPEDAGOGICAL AND FAMILY ORIENTATION IN THE CENTER
EDUCATIONAL

Regarding the modes of work, consider the diversity of structures and

family compositions is

fundamental for educational work, both in fair and unbiased treatment

with the different families, as in the work with children, particularly in the

regarding content related to home, family, and family life.

(3.1.) Types of participation: individual and collective

The spaces and moments for participation and collaboration with parents and

mothers, are briefly summarized in:

Individual participation:

Daily contacts with the tutor upon the arrival and pickup of the children.

Individual interviews before onboarding and tutoring throughout the course.

Information exchanges (questionnaires, individual reports, notes

informative ...)

Collective participation:

- Quarterly meetings of each group or level with their corresponding tutor in the
that they are informed about the work contents of the quarter and their feedback is collected

proposals and concerns.

Intervention in the organization and execution of parties, activities

extracurricular activities, theatrical performances, decoration ...

Talks, discussions, 'parenting school', workshops... in spaces 'only for adults'.

Participation in the School Council, Parents' Association, and Educational Project. It is worth mentioning,

that with the implementation of the Organic Law on the Right to Education (LODE), the

school councils gained significant power, but with the current Organic Law,

8/2013, of December 9, for the improvement of Educational Quality (LOMCE), these

advisory boards have less prominence, at this moment more power is given to the Team
Executive, which implies less participation in this aspect by the

family.

- General information (meetings, written information such as

circulars...)

Sporadic involvement of parents in support tasks (adaptation period,

presentation of activities and professions...)

But beyond these participations, which usually take place, we see

indispensable, given the evolution of the perspective on teaching and learning in

the one we are immersed in, with multiple investigations carried out in order to

improve teaching by involving both teachers and family, we can

name the dialogic learning and within it, the Communities of

Learning.

Dialogic learning: learning communities (library

tutorial
It is worth noting that in today's information society, in which ...

taking importance the learning through ICT, communication has

special importance, the way we communicate has changed, the dialogical turn

of the information society, has made it so that the school has had to

take on new roles and new challenges. The goal is to achieve an inclusive school.

The learning communities (CdA) aim to respond to the

prevailing social inequalities transforming them into diversity and wealth,

fostering high expectations of students to achieve success in

education. Among the measures of educational success endorsed by the community

international scientific interactive groups, the discussion groups

literary or the tutored library, there are already 160 centers that are exceeding the

anchoring in the dominant practices in industrial society.

This breaks the traditional relationship between the school and its environment, it bets on

a much closer and participative interaction, in which families, teachers,

students and the rest of the community change their attitude and behavior towards the

school feeling like participants and protagonists of the community's education.

But what is it about? How is this carried out?

This type of learning is derived from the use and development of the

communicative skills. It involves mechanisms such as intersubjectivity,

dialogical interaction, assistance, dialogical inquiry or guided participation. The

communication between people is a fundamental way of building

meanings (Pérez Gómez, 2008).

An example is the tutored library, which consists of dedicating the library

schooling at different schedules, both school and extracurricular, as a space

to carry out multiple learning activities. These activities range from

collective reading, oral narrations, completion of homework or any other

activity aimed at improving school performance, being mentored by

one or several adults, any difficulty that may arise for the boys and girls is

it can be identified more easily thus encouraging them to arrive at

solving them by helping each other.

The involvement of diverse people –teachers, volunteers, family members, former students–

in the library also ensures greater creativity in activities and a

search for how to improve teaching by collaborating with different agents, with

different cultural baggage and very diverse personal and professional trajectories.

By being open to everyone, it directly impacts the processes of

teaching-learning, being essentially beneficial for those with

greater difficulties, lower performance or simply may not have a place

suitable place to read or do schoolwork comfortably.

Thus, an affectionate and empathetic environment is created, a better climate for learning and

this is transferred to the home.

(3.3) Other educational innovation programs

Finally, we briefly mention other educational innovation programs that

also involve families and communities as important parts of the

same

Preschool at Home (Galicia, 1977) is a parent training program with

children from 0 to 6 years old whose main objective is to provide information about aspects

from daily life and how to help the development of children.

Family spaces (Barcelona, 1989). It has a clearly preventive aspect and

educational for families. (Aims to improve parenting skills,

enhance the empathetic capacity of parents, provide sensitive responses to the

children, experience other models of interaction through group work and alleviate

the feeling of isolation and weakness of parents.

And finally, the program 'Espai Familiar 'Camp Redó' (Palma, 2003). This

The intervention program aims to fundamentally promote services.

aimed at early childhood care and families. It works on the bond

affective parent-child and aims to be a preventive measure for mental health

childhood affecting the relational systems of the family to increase the

parental competencies and skills (Ferrer, 2008).

4. THE ROLE OF THE COUNSELOR IN FRONT OF THE FAMILY

To conclude the analysis of this topic, we mention that our role is

very important for improving parent collaboration with the center

educational. Our guiding function can be developed in different

fields:

Through work based on advice and information to

parent groups (informational or training meetings throughout the course),

or through a more direct intervention, based on advice

customized for certain parents who request it.

In addition, our tasks with families can be specified in the

following:
The collaboration in the development of the PEC and the PCC, in the sections that

are related to the work modalities with the parents, and with the

participation of the same in the school center.

Direct and individualized intervention with parents, or participating in

the development of any educational program that requires your support or

participation.
The support for the tutorial function in aspects such as advising on the

tutors on interview techniques and group facilitation, in the

offering information on psychopedagogical aspects

related to students and their families, etc. From the D.O it is

important to advise the group of tutors (especially to

those of the ESO) in order to improve their capacity for action with

families. It is important to teach the guardians the guidelines for action.

that they should adopt in their tutorial relationship with parents.

THE DO and the SPE advisor must also work in the field of

evaluation of the socio-family context. This evaluation will be necessary to

any type of psychopedagogical evaluation that the counselor has to

to carry out in relation to programs for diversity attention and/or for the

attention to the specific needs for educational support. Therefore,

it is important to know what aspects or indicators of the socio-

familiar are relevant for the psychopedagogical evaluation, and what

evaluation instruments may be used.

Act as a mediator in case of conflicts between tutor and parents,

lack of involvement due to cultural differences, etc.

In the transition plans, especially on this topic, from early childhood to

primary.
Both among families and among the teaching staff, diversity is greater than the

uniformity. In each specific case, the psychopedagogical intervention must

adjust significantly to make the most of that diversity,

making the singularity of each teacher-family relationship an element

a booster of collaboration and not an obstacle to it.

CONCLUSIONS

Education is a shared task between parents and educators in order to

carry out educational actions jointly. Therefore, we must strive

always facilitate parents' participation and the necessary information

so that the family feels connected to the school management, feels

truly responsible for the educational process of your son and daughter, and the

students perceive a consistent line of action among the adults around them.

It has been shown that through the parent-school relationship, children

they raise their school performance level, develop attitudes and behaviors

positive. Thus, children perceive the continuity that exists between the objectives

educational activities proposed by the parents and those proposed by the school.

In addition, parents develop positive attitudes towards the center and towards the

faculty and increase their willingness to participate in it. The teachers

they also modify their behaviors, gaining greater motivation for their

activities and maintain a greater tutorial relationship with the students, which impacts

in their performance.

BIBLIOGRAPHY

- Electronic Journal of Research and Educational Innovation

Socioeducational: "Contexts of family-school collaboration during the

 Early Childhood. Volume 1, 2009. Marisa Mir Pozo, Margalida Batle

Siquier, Marta Hernández Ferrer

- Analysis of the current approach of cooperation between parents and school. MªÁngeles
Hernández Prados and Hortensis López Lorca. Open Classroom, 2006.

- Article: 'The school and the environment', Digital Magazine Innovation and

Educational Experiences

- Article: 'The importance of family-school collaboration in education.'

Digital Magazine Innovation and Educational Experiences. María Cabrera Muñoz.

March 2009.

- The tutored library: A dialogical learning experience from

a Learning Community: Mª Henar Reca Fernández. July 2013.