Month Archive May 2019

Educators And Parents

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Although family is considered the main socializing agent of the children, the educational centre plays a very important role, since they spend between 6 and 9 out of school hours from Monday to Friday, and that, without counting the extracurricular activities. The relationship between family and school has been changing throughout history. So, has gone from the first schools, where the teacher maintained a close relationship with the community, to the current situation in which there is a great distance that separates parents from teachers, mainly because the school has focused until little else in the transmission of knowledge than on stimulating the development of the students. For even more opinions, read materials from Steve Geppi. Family and school education must be different from the perspective of Bronfenbrenner, child development benefited is seen by the fact that the child participates in diverse contexts, where interacting with different people and plays varied roles that allow you to develop a greater number of core competencies. Read more from Ultra Wellness Center to gain a more clear picture of the situation. However, family and school institutions should share values similar because if not, shall forward contradictory information that may negatively influence the development of the student.

Benefits of collaboration between family and school so that parents and educators can contribute to the development of the child as a person and as a student it is necessary that there is a two-way communication between the two. Thus, it is not enough that educators strive to convey to the parents of your students information about content or methodology to employ, as well as what they can do at home to support the work done in the classroom, something that doesn’t happen in many cases; but parents also have much to say. Family should inform the teacher about the daily activities that plays the child, their tastes and personal needs with the objective that the teacher suits as far as possible its teaching this information provided, analyze the child’s relationship with his teammates or understanding the difficulties expressed by the student in a given situation. Important moments in which must strengthen communication between family and school communication between family and school must be continuous and periodic. However, there are specific moments in the life of the students that this collaboration should be more frequent, sometimes daily.

According to experts, parents and teachers must strengthen communication at the following times:-the beginning of schooling; -the change from primary to secondary; -personal crisis as adolescence situations, conflicts in relationships with others, specific concerns of the child, etc. Ways in which parents can participate in the education of their children in addition to the meetings established by the Centre or those five minutes of meeting in the Middle door in which collects the child, parents may participate in school life in many ways. Below are some of them:-join in the school management, school councils as bodies; -go to training activities, like which develop many AMPAS (parents associations) to learn how to promote the development of the children; -participate in the activities and non-formal; -attend the meetings with teachers and students as gatherings, parties, etc. According to research, those parents who show a greater level of participation in school have children with better cognitive development and higher school performance, demonstrate less behavioral problems and spend more time on schoolwork. In addition, teachers mimes tend to involve to a greater extent with those families in which parents are more involved in school life.

Educator Family

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Family intervention is initiated through the consolidation of a program that allows systematizing the first performances. In other words, to carry out a process of change in the families is very important to develop advance what steps will be followed in the intervention, or what is the same, the planning of intervention. Among the great variety of existing variables will highlight three by their ability to influence the design of the project (Vilar, j., 1996): scope of the resource or the amplitude of the context: the first variable refers to the amount of people you want to reach or who will be affected by the project. Thus, we can talk about macro-social scope, when it belongs to a large number of people, or an extensive territory, for example. Scope mesosocial, when what it is are sections or specific groups, for example: minor, drug addicts, sick, elderly social scope, in the case of a service reduced to a specific group that you can not fragment, as a family unit, a specific Association, etc. degree of formality: the degree of formality makes reference to the specificity with which has to design the process of change so that the project responds to the proposed objectives. Formality low when not necessary regulate the actions of a service to achieve the proposed objectives. What you want to say that the very existence of the resource or service implies this scope to the extent that met the basic requirements for using it and participate, for example, the library, the formality youth information centre half when the institution or service need to regulate their actions by which the scope of resources depends largely on the acquisition of certain learning processes that are necessary to explain.