Effective Communication In Primary School Children

Effective communication in primary school children

Introduction.

The article written by Jordi Garreta, published to the magazine of the "Association of Sociology of Education", deals with the communication and relationship between the family and the school, taking as a starting point the great importance of this in the Children’s education. In the text we find a theoretical point of view, where the positive points of families in school, an ethnographic perspective, are mentioned from which the main communication channels in the centers, their use and The possible improvements, and finally a quantitative point of view, which makes us known the importance we give to communication with school, the obstacles that exist and the improvement actions they make.

Developing.

First, from the theoretical point of view, as Martínez González says, when parents are involved in school life, children, families, teachers and school. More specifically, the participation of families achieves better results and behaviors of the child, the learning of families in aspects related to the school and schooling of their children, benefits to teachers thanks to the best knowledge of families and the expectations they have, and finally an improvement of the objectives and the operation of the school.

Second, now from an ethnographic perspective, say that although in schools we find several channels to communicate with families, not all ’use properly. In this context, a 3 -month investigation was made where 8 schools in Catalonia were analyzed, the lines they had, the geographical situation and the socioeconomic profile of the students.

This study has allowed to know more deeply which methods use centers to communicate with families.

Then I will mention some of the most frequent channels that are used and the one observed through ethnography about them:

1. Tutorials: 3 meetings per student would.
2. AGENDA: A very useful tool, which is not always used properly and does not take advantage of their potential, in addition, many families do not know much as they work and cannot take advantage of it.
3. Panel: It fulfills the function of hanging useful information by the family, it is observed that it is not always very located to be accessible to everyone and that it would have to be more attractive without loading it too much (many times we even find information from a past day that It is no longer useful for anyone).
4. Web: It is a way to find information quickly and gives a more modern image of the school, but they are not always updated and does not always provide useful information to families. Finally, from the quantitative perspective, in order to know the importance given to communication with the school, the channels, the obstacles that can be found and the actions that are done to improve, a questionnaire was made in which 335 directors and chiefs of early and primary education of public centers in Catalonia participated.

In this questionnaire, in the first place, it has been seen that the highest demand by families is the realization of tutorials to know how the child evolves to school, and in the opposite case, the least requested, is the improvement of spaces and teaching equipment. Secondly, we find that the most important factors for a good relationship between family and school are the moments and meeting spaces, in addition to the attitude of teachers, and that the greatest obstacle in this communication are aspects attributed to families, such as lack of interest.

As for the actions carried out to improve knowledge about the center, the most used are the open doors, and to know the organization of the center, informative meetings predominate at the beginning of the course. Also mention that tutorials play a key role and are the most used both to facilitate communication between families and teachers, and to know the expectations of families. Finally, to improve the attitude of teachers, the informal relationship is mostly enhanced, and the evaluations and the organization of activities are less important.

conclusion.

In conclusion of all the data mentioned above, we can say that a fluid communication between family and school is a key factor to improve their relationship and therefore, to increase the involvement of families in the education of their children. However, it is not always so, but communication has some obstacles, which could be significantly improving using other methods, taking more benefit in the different channels, adapting them to the context and receiver, etc.

On the other hand, new technologies must also more benefit, but always taking into account that not all families have enough resources to enjoy these.

Finally, I would also like to highlight that as the questionnaire has been seen, most communication obstacles are attributed to the family, especially for lack of interest. But the school would also have to assume part of responsibility and make the necessary changes to improve this communication and thus overcome this lack of interest.