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Family and school partership - Coggle Diagram
Family and school partership
Educational continuum
Importance of mutual collaboration
If the school and professionals are sensitive and receptive to families, a relational climate and positive expectations will happen, which will facilitate mutual adaptation and collaboration
Roles and competences of educator
Main competence is to programme, intervene and evaluate, favouring the development of each child
Fam. and professionals must be aware of the need to complement each other's action
The actions of the professionals must be connected to the experience(s) they have outside the school in order to personalise educational attention
Skills and attitudes for dealing with families and children
Working with people involves listening, guiding and accompanying
Any professional should encourage the creation of an appropriate environment of trust, safety and well-being
Listening to people
Guidance for families
Models of intervention with families
Day to day contact
The family interview
Meeting with parents
Questionnaries and surveys
Round-trip information booklets
Individual reports and notes
General information Notes
Other information tools
Intervention with families in particular situations
Adaptation period
Interv. families with SEN students
Interv. families without SEN students
Interv. families new arrivals
Actions in situations of bereavement
Prevention of violent behaviour
Interv. families in abusive situations
Family intervention and Collaboration Programmes and Activities
The school for parents
Shared extracurricular activities
Representation of families in the school
Evaluating family interventions