School, Parents and
Children, a Psycho-pedagogical Strategy in the Academic Strengthening of the
Primary Basic School Distance Mode
..........................................
Fredy
Javier Guarnizo Ante
Mirtha
Celedonia Portela Huertas
Angie
Tatiana Serrano Polania
ABSTRACT
The family and the school are the first socializing agents that provide
children with bases and teachings in their dimensions, for this reason, a
stable and meaningful relationship should be maintained, which contributes to
mutual support in their learning process. This article focuses on the
generation of a psycho-pedagogical strategy that involves parents in the
educational process of elementary school students of the Liceo
Moderno School in the distance mode, to strengthen the academic performance of
their children. The research study had a population of 140 students and a
probabilistic sample of 92% reliability by 8% error, of 61 students; using a
structured survey validated by experts. It was evidenced the low academic
performance in elementary school students in virtual modality, where students
do not advance academically due to the little knowledge of the academic process
of the parents and their lack of accompaniment.
Keywords: Communication,
Psycho-pedagogical, Transversal Project, Distance Modality.
RESUMEN
La familia y la
escuela son los primeros agentes socializadores que aportan a los niños bases y
enseñanzas en sus dimensiones, por esta razón, se debe mantenerse una relación
estable y significativa, que contribuya al apoyo mutuo en su proceso de aprendizaje. El presente artículo se centra, en la
generación de una estrategia Psicopedagógica que involucre a los padres de
familia en el proceso educativo de los estudiantes de básica primaria del
Colegio Liceo Moderno en la Modalidad a Distancia, para fortalecer el
rendimiento académico de sus hijos. El estudio investigativo tuvo una población
de 140 estudiantes y una muestra probabilística de 92% de confiabilidad por el
8% de error, de 61 discentes; utilizando una encuesta estructurada validada por
expertos. Se evidencio la presenta bajo rendimiento académico en estudiantes de
básica primaria en modalidad virtual, donde, los estudiantes no avanzan
académicamente debido al poco conocimiento del proceso académico de los padres
de familia y su falta de acompañamiento.
Palabras Clave: Comunicación, Psicopedagógica, Proyecto Transversal,
Modalidad Distancia.
Introduction
The family is the most significant pillar in the formation of individuals;
it is the first school of every human being; it influences the teaching of
manners, norms, values, skills and competencies that are learned during
childhood development, enriching the skills for adaptation in society.
It is significant to point out the protagonism of the family in the
accompaniment during the process of children's academic formation. In this
sense, the family in alliance with the school and society will facilitate in a
revealing way the scholastic performance of the students.
Accordingly, as Paredes, J. (2021) states in the following paragraph:
Family support is strengthened through activities and strategies inside and
outside the learning scenarios, their collaboration must be responsible and
committed in the performance of assigned tasks and in the provision of
pedagogical tools necessary for the fulfillment of their academic duties.
According to Bolívar, (2006). He mentions: “The school is not the only
educational context, but the family, the environment and the media play an
important educational role”.
It is important to highlight that due to the stage of development of the
children's brain, one of the ways of learning is by imitating, so the actions,
words, example of the parents and people who live in their close circle during
childhood, adolescence, youth, directly influence the person who is being
formed.
The psychoeducational proposal for the positive strengthening of the
relationship between parents and students is oriented to enhance the
family-school link in the academic processes of children in elementary school
in distance mode, through psychoeducational strategies as a reflective and
transcendent scenario for a comprehensive education.
Materials and methods
As a result of a research study with a quantitative, non-experimental
approach, with a descriptive, propositional, cross-sectional scope. Where
Hernández, Fernández and Baptista in (2016) state that quantitative research
aims to generalize the results and findings found in the cases (sample) to a
larger universe (population).
The present research aims to describe and make known the fundamental
characteristics that the problem possesses, by means of the instrument.
Likewise, the design used in this research is the non-experimental
cross-sectional design, since the variables are not manipulated, but observed
as they are. It is non-experimental, since only phenomena are observed as they
occur in their natural context in order to analyze them (Hernández, Fernández,
Baptista, (2016).
The research was conducted with a population of students of the
educational level of elementary school of the Educational Institution Colegio Liceo Moderno in the distance mode of Girardot,
Cundinamarca consisting of 140 students, the sample size of 61
parents/guardians of the students, the students are distributed in different
courses as follows: 24 students in fifth grade, 6 in fourth grade, 16 in third
grade, 10 in second grade and 5 in first grade. It is also observed that most
of the guardians are female, representing an impressive 85.2% of the total. On
the other hand, male guardians constituted 14.8% of the sample.
The instrument through which the information of the research process is
collected is a structured survey validated by experts, with the objective of
measuring the relationship between parents and children, in order to improve
academic performance. The survey evaluated the main socioeconomic
characteristics of the students' families. Determine if there are good
communication relationships between parents and children of the students. To
examine the school accompaniment by the students' parents or guardians.
Results
A clear trend was revealed in the distribution of socioeconomic strata
among the guardians of the intervened students, where 34% belong to
socioeconomic stratum 5, while 3% belong to stratum 1. According to educational
theories, socioeconomic stratum is closely associated with access to resources,
opportunities and quality of education that students can receive. Higher strata
tend to be linked to greater possibilities of accessing better quality
education, pedagogical resources and an environment conducive to educational
development.
Similarly, it was observed that 48% of parents maintain regular
communication with their children “almost always”. In turn, 20% indicated
having this communication “sometimes”, while a low 3% expressed not maintaining
it at all, indicating a state of “never”.
On the other hand, 40% of respondents “always” help students with their
homework, followed by 31% who do so “sometimes”. In addition, 18% provide help
“almost always”, while 8% offer this assistance “almost never”, and a small 3%
say they do not provide it “ever”.
Finally, a significant diversity is revealed in the time that caregivers
dedicate daily to accompanying their children. It is noteworthy that 39%
allocate a range of time from 1 to 2 hours per day for this interaction,
followed by 33% who allocate 0 to 30 minutes per day. In addition, 23% spend
from 30 minutes to 1 hour, while a small percentage of 1% spend from 2 to 3
hours and 2% spend more than 3 hours a day on this type of accompaniment. The
amount and quality of time spent by caregivers can have a significant influence
on the academic performance and general well-being of their children. Greater
parental involvement, in terms of time and commitment, is related to better
academic and social performance, in order to maximize parental support and
strengthen the integral development of students.
By establishing psychoeducational strategies that strengthen the
relationship between parents and children in order to improve the academic
performance of elementary school students of the Liceo
Moderno School in the Distance Mode, since families play an important role in
the educational and personal development of children. Their support, values,
commitment and collaboration with educators are essential elements for the
success and well-being of students in educational environments.
By identifying the most notable needs in the educational institution, various
skills aimed at promoting appropriate behaviors in both school and
extracurricular settings were delineated. This is achieved through
collaboration with families, who play a fundamental role as the main shapers of
children's development. Bronfenbrenner (1979, as cited in Lopez and Reininger
2017) defines an individual's development as “a person's changing conception of
his or her ecological environment and his or her relationship to it, as well as
his or her capacity to discover, maintain, or modify its properties” (p. 35).
Therefore, the individual through the permanent interactions with his
environment can be directly or indirectly an influence for his development, a
situation that must be analyzed and understood to know if they are facilitators
or an obstacle for his adaptation.
Starting from the Colombian legislation, we delve into the positions of
Law 115 of 1994 which in its article No. 7 mentions the family as the
fundamental nucleus of society and the first responsible for the education of
their children, education is socially constructed through interactions with
teachers and directors, with other parents and with their children, although
unfortunately in most cases, the participation of parents in the education of
their children, although legally required, is not manifested in a constant way.
Therefore, it is essential to carry out a formal follow-up from the educational
institution. Therefore, Santana and Reininger, (2017) states that the family
has a direct impact on the way in which children relate in various social spheres,
including school. This is because, playing a fundamental role as socializing
agents, families have the responsibility to comprehensively guide their
children, supporting their development and fostering essential values that not
only generate a healthy school environment, but also improve their attitude in
the academic sphere and promote the quality of education, It is imperative to
point out that, as previously indicated by various authors, the active presence
of parents in all circumstances does not always materialize. Consequently, it
is essential to explore alternatives that are effective for the care and
development of children, without succumbing to circumstantial excuses and the
most important thing is not that they want to, they must do it for the welfare
and development of their children.
Likewise, according to Lev Vygotsky (1931) with the concept of “zone of
proximal development”, the value of interaction between children and adults
takes on meaning from the moment of birth, infants seek connection with adults,
and their development begins through these interactions, which are accompanied
and guided by their caregivers, therefore, the relevance of monitoring, as it
helps to establish the basis of the different areas of children; It should be
noted that the quality of the relationship between the caregiver and the child
significantly influences the child's ability to explore his or her environment
and develop healthy relationships in the future.
Referring to the above, when teachers, school administrators and the school
guidance department perceive the change of attitude on the part of the parents,
the approach and disposition in the academic processes of the children, the
indexes of low academic performance and unschooling will be reduced, The implementation
of new educational projects that strengthen the link between the family and the
school can be considered, after executing the one provided by us. Likewise, it
will begin to be recognized as the pillar in the formation of boys and girls,
who in last measures are the ones who should be in the affective and effective
company of their caregivers for an integral development of their being.
The 48% of parents maintain regular communication “almost always” with their
children reinforces the importance highlighted by Vygotsky on the “zone of
proximal development” and the influence of social interaction on children's
learning. However, the 3% who indicated no communication at all could be a
point of discordance with Vygotsky's theory, as it stresses the need for adult
mediation for learning.
Parental involvement in homework, with 40% helping “always,” is consistent with
Piaget's and Vygotsky's theories, which stress the importance of interaction in
children's cognitive development. However, the 8% who provide help “almost
never” could question this relationship and suggest the presence of other
factors that influence parental involvement. Also, it should be added that
parental involvement is not only reflected in homework help, but advocates a
broader and more contextualized perspective, considering participation in
decision making and overcoming barriers of self as crucial components in the
contribution of parents to the educational development of their children.
The diversity in the time dedicated daily to accompanying children
highlights the complexity of family relationships. The fact that 39% dedicate 1
to 2 hours daily supports Bronfenbrenner's theory of the microsystem and the
importance of the family in the child's development. However, the presence of
33% who spend 0 to 30 minutes a day may challenge the theory by suggesting that
the quality of time spent is as important as the quantity.
Conclusions
Based on the problems of the educational institution, it became
necessary to design a psycho-pedagogical strategy to strengthen the
relationship between parents and children in order to improve the academic
performance of elementary school students in distance mode, it is a
cross-cutting project that provides a space for reflection and visualization of
the co-responsibility of the educational institution and the family in relation
to the student, to have as results a comprehensive development from the affective
to academic of children, within which they are the hope of the world, an
affective and academic development. Within the transversal project called
“visionary education”, there must be concrete elements such as connecting the
family with the school.
It is recognized that the home plays a crucial role as the first educator and
protector of children's rights. Therefore, it becomes inevitable to make a
change that promotes positive parenting, based on the responsibility and
commitment of parents in the formation of citizens who are able to establish
healthy and affective relationships with others, allowing them to live in
harmonious environments.
In this sense, it is the family's responsibility to ensure that children
acquire the ability to understand and apply the principles of accompaniment and
assertive communication with educational institutions. This implies
strengthening values and principles that are essential for psychosocial
development in the context of the current challenges of the new millennium. The
distance learning process requires binding projects, which is why it is
important to have a project that connects academia, training, quality and
integrates it through educational strategies with family life.
Likewise, it is imperative to explore a variety of extracurricular
strategies and activities as alternative measures, given the premise that the
family, commonly considered as the main axis of socialization, does not always
manifest itself consistently in all circumstances, contrary to conventional
expectations. This need for diversification is based on the understanding that,
due to various circumstances, the influence and presence of the family as a
socializing agent may fluctuate, and therefore, it is essential to have
complementary approaches to promote the integral development of individuals in
the educational and social context.
In summary, parental participation in education, despite being a legal
requirement, is not uniformly consistent. In this context, the importance of
implementing a formal follow-up by the educational institution is highlighted.
This measure is not based exclusively on the will or unwillingness of the
parents, but rather on the need to ensure effective accompaniment throughout
the educational process. In situations in which parents do not provide the
necessary support, the direct consequence often results in the repetition of
the academic year, demonstrating the correlation between parental involvement
and the student's academic performance throughout the school period. The
implementation of a formal follow-up is therefore an indispensable tool to
mitigate possible gaps and optimize the involvement of parents in the
educational process of their children. It is also imperative to state that, as
several authors have pointed out, the active and constant presence of parents
does not always materialize in all circumstances. In this sense, it is
essential to explore alternatives that prove to be effective for the care and
integral development of children, avoiding succumbing to circumstantial
justifications. A crucial aspect to consider is that, beyond mere will, the
active participation of parents becomes an unavoidable responsibility for the
well-being and optimal development of their children. In this context, the
search for alternative and committed strategies emerges as a vital component to
ensure a positive and continuous parental influence in the life and education
of children.
In the same way, the continuous collaboration between parents and the
educational institution emerges as an imperative to establish an enriching
learning environment. This joint effort not only ensures comprehensive support
for the academic and socioemotional development of students, but also
constitutes an essential component in the educational process. The dynamic
interrelationship between parental involvement and effective communication with
the institution stands as a fundamental pillar, strengthening the connections
between the family and school environment. This synergy, in turn, translates
into the optimization of student performance and well-being, demonstrating the
importance of active collaboration between parents and educators in the
integral formation of students.
In conclusion, by means of the transversal project of “visionary education” we
emphasize that in an educational institution of distance modality it is
possible to have a quality education from the synergy of school, family and
student, since this will make an enormous alliance and fruitful results will be
obtained.
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