Keywords
Parent-school relationships
Academic Achievment
Elementary school
Educational psychologist
How to Cite
Abstract
From an interpretive approach, it was analyzed the perception of the community in a public elementary school, about the school-home collaboration construction process, that took place during a school year and focused on the area of students greatest needs in each grade (reading, writing, math or science). In the present study, the perceptions of 42 children and five teachers were investigated through recorded interviews, and 43 parents answered a questionnaire. Teachers reported an increase in trust, communication and collaboration between parents and them, more support from parents to their children's learning and also, they observed an increase in student's motivation and performance. Parents perceived that their trust toward teachers strengthened and developed skills to support their children. On the other hand, children stressed that they felt loved by their parents, who had more communication with them and were much more supportive with their homework; also they said their confidence in their own abilities and school performance, increased. As a conclusion, it is necessary to diversify the ways and means to involve all families, systematize and formalize this collaboration in the school community, and determine their impact on children's achievement.
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