The school-family educational alliance – INVALSIopen

Co-responsibility between the school and parents for the education of the new generations is one of the fundamental principles expressed in the Constitution. And today, in the context of the health emergency, the educational-didactic continuity family-school it is an even more valuable ally in ensuring access to quality education and education.

The crucial point is the basic meeting between parents and teachers, concrete form of the encounter between school and society: if this meeting failsthe the structure does not live

Gianni Rodari – In fantasy school

Educating a child requires the collaboration of a whole educating communitywith a confident leading role School and Family.

Research experiences have shown that a good relationship between home and school leads students to:

  • Get better learning outcomes
  • Promote more self-regulation I general welfare
  • Reduce absenteeism
  • Keep a a more satisfying relationship with teachers and peers
  • Have one a more positive attitude towards the School and cultivate more ambitions towards education

In addition, not only the student benefits.

Even teachers and parents, as part of the established collaboration, are encouraged to build an environment of cooperative learning and develop virtuous processes of peer learning.

School-home collaboration

Cooperating does not mean confusing roles, which on the other hand always remain different in the exercise of their specific educational function.

In recent decades, educational research has come up with several proposals to describe it continuous educational between the process of acquiring skills at school and the activities that are done at home and in the family.

An example is the ecological model from Urie Bronfenbrenner (1986), based primarily on fostering intersections between the two educational ecosystems.

Working on these premises, Joyce Epstein introduced terms such as school-like families I family-type schools to represent thecooperative and integrated approach to educationin which families support the strengthening of school skills, while schools are equally supportive in proposing an emotional and supportive relationship.

Epstein saw 6 different areas of parental cooperation / involvement:

Raising

Support families to create supportive family environments for children in their student life

Communicating

Design effective forms of communication in both school-home and home-school management about school curricula and children’s progress

Volunteering

Recruit and organize the help and support of parents in school activities

Learning at home

Provide information and ideas to families on how to help students with homework and other curriculum-related activities

Decision making

Invite parents to participate in the school’s decision-making processes by joining the representative bodies

Collaborating with the community

Identify and integrate resources and services available through the community to strengthen school curricula, family practices, learning, and student development.

Co-responsibility in the Constitution

It is mainly in the Italian Constitution that the educational co-responsibility between school and parents and the framework of rights and duties, competencies and values, in which the role of education for the new generations is expressed.

In fact, with different but complementary roles, the Charter assigns to the family and the school the responsibility to educate, instruct and train young people.

This legislative principle has gained momentum in parallel with the changes in society.

On the one hand the education system has changed and evolvedplacing the child more and more at the center of the training process and listening to the specific needs of each student.

On the other hand, Parental involvement in school life has expanded thanks to precise regulatory provisions, but also to a renewed upbringing that wants to participate, together with an entire educational community, in all the steps of the growth of their children as conscious citizens.

It’s not just about increasing number of connection opportunities between the two parties but at the same time raise the bar of quality of the relationship.

National / Regional Forum of Parents’ Associations

A role of promotion, improvement and support of parental involvement in school life was commissioned in Italy National Forum of Parents’ Associations (FoNAGS), also set up as a panel discussion with the Ministry of Education.

In conjunction with the National Forum, i Regional Forum of Parents’ Associations (FoRAGS) with similar functions at the regional level.

Participation and co-design

Parents have the opportunity to get to know the school on several levels, until they get one participatory planning and inclusivewith shared tasks and responsibilities in full fulfillment of their functions:

Individually

At this level the Family dialogues with the teachers, she expresses opinions and rep useful information about your children’s progress and how to collaborate at home to achieve the expected skill goals.

In a collective and associative way

At another level, parents choose their own representatives in the collegiate bodies of the class and of the Institute per Collaborate in the planning of activities.

Also, thanks to theassociationsparents can become mediators and bearers of broader views of self-interest and shared questionsin addition to encouraging the awareness and the formation on some topics.

The co-responsibility educational pact

Another legislative intervention on the subject of the School-Family relationship is the instrument of co-responsibility educational pactthat parents sign when their children enroll in high school.

In parallel with enrollment in the individual center, parents and students are required to sign an agreement on educational co-responsibility, aimed at defining in detail and shared the rights and duties in the relationship between the autonomous center, students and families.

The co-responsibility educational pact defines the guidelines that each center in full autonomy, students and their families they promise to follow respecting reciprocal roles, competencies and responsibilities.

Cooperate even from a distance

Clearly with the Distance learning and the Integrated Digital Education the co-responsibility pact acquires an even more important meaning, in fact and its own pact of trust and solidarity between teachers, school principals, parents and students.

The planned health regulations, but also the new teaching modalities, demand that the teacher-parent-student cooperation be extended. proactivity in the face of new needs.

For example, following lessons from home has a spatial dimension that actually involves parents more. At the same time, due to the role that is being played, the educational environment that is being set up is mainly entrusted to schools.

Respecting the rules for containing the virus both in the classroom and at home is a classic example of how the educational community must work together to protect students and ensure that its development is not compromised.

In the context ofCOVID-19 health emergencythe school-parent education alliance can therefore be one of the most important tools to consider protection of the right to education of young peoplebeing able to contribute among other things to:

  • Maintain the student’s connection with the School and sense of school community
  • Teaching redesign discipline based on the needs of new delivery methods
  • Enforce health regulations at school and at home
  • Manage time and methods of Distance Education and Digital Integrated Teaching
  • Exchange information for the specific sustainability of the lessonalso in relation to the equipment owned by the families for its use
  • Periodically update parents on the progress of students to respond adequately to the educational needs of each, even in the remote mode
  • Establish a fruitful collaboration to guarantee the right to privacy of students and teachers, also encouraging an ecological use of digital and social networks
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