This presentation regards a crucial educational topic for family-school partnership: teaching children rules. Reflections and data have sprung from a qualitative research conducted with a group of Early Childhood Education and Care services directors and teachers, based in Milan, from 2007 to 2009 (supervisor prof. Mantovani S., University of Milan-Bicocca). As the psychological literature, scientific and popular, of the last decades has highlighted (Bettelheim 2007, Petter 2002, Schaffer 1993), parents feel a sense of confusion and fragility in defining responsibilities and roles in teaching children rules. As our research gave evidence, this fragmentation and uncertainty create difficulties in establishing an educational pact in the school-family collaboration: families culturally diverse, different habits and ethics, arise doubts and questions in the school context regarding the potential and the limits of the school's influence in educating children and in establishing a collaborative/supportive relationship with families. Rules and roles, today more than in the past, are not givens, they are to be discussed and shared. This requires to return on basic questions, giving renewed answers: are rules and educational strategies discussed with parents? How? Is it possible? What school rules should parents be asked to respect? What rules should children respect? Which rules should be supported with collaboration from the families? 'Participation' and 'flexibility', typical tools of Italian ECEC services (Mantovani 2007), seem to have become difficult to manage and may need to be rethought in the search for new equilibrium between firmness, in defining spaces and roles, and the ability to negotiate, between participation and educational proposals. The research offers an analysis of teachers and directors representations on family-school partnership regarding rules and teaching children rules, highligthing points of major significance and methodological hints about teachers teaching and research in this field. References Bettelheim B., (1987), A good enough parent. A book on childrearing, New York, Knopf, Random House Mantovani S. (2007), "Early Childhood Education in Italy" (pp.1110-1113),"The culture and tradition of Early Childhood education Services"(pp.111-1113)"Pedagogy" (pp.1114-1118), in New R.S., Cochran M.(a cura di), Early Childhood Education. An International Encyclopedia, vol.4, Wesport, Praeger Publishers Schaffer H.R. (1993), La socializzazione attraverso l'interazione (‘Socializing through interaction’), in Ugazio V. (a cura di), Manuale di psicologia educativa (‘Handbook of Educational Psychology’), Milano, Franco Angeli Petter G. (2002), Il mestiere di genitore (‘The parent’s craft’), Milano, Rizzoli

Braga, P., Pastori, G., Zaninelli, F., Infantino, A., Bove, C. (2011). Rules and limits: a challenge for school-family partnership in contemporary society. A study in Milano. In Home, School and Community: a Partnership for a Happy Life? Abstract book. Bologna : Emil.

Rules and limits: a challenge for school-family partnership in contemporary society. A study in Milano

Braga, P;Pastori, G;Zaninelli, F;Infantino, A;Bove, C
2011

Abstract

This presentation regards a crucial educational topic for family-school partnership: teaching children rules. Reflections and data have sprung from a qualitative research conducted with a group of Early Childhood Education and Care services directors and teachers, based in Milan, from 2007 to 2009 (supervisor prof. Mantovani S., University of Milan-Bicocca). As the psychological literature, scientific and popular, of the last decades has highlighted (Bettelheim 2007, Petter 2002, Schaffer 1993), parents feel a sense of confusion and fragility in defining responsibilities and roles in teaching children rules. As our research gave evidence, this fragmentation and uncertainty create difficulties in establishing an educational pact in the school-family collaboration: families culturally diverse, different habits and ethics, arise doubts and questions in the school context regarding the potential and the limits of the school's influence in educating children and in establishing a collaborative/supportive relationship with families. Rules and roles, today more than in the past, are not givens, they are to be discussed and shared. This requires to return on basic questions, giving renewed answers: are rules and educational strategies discussed with parents? How? Is it possible? What school rules should parents be asked to respect? What rules should children respect? Which rules should be supported with collaboration from the families? 'Participation' and 'flexibility', typical tools of Italian ECEC services (Mantovani 2007), seem to have become difficult to manage and may need to be rethought in the search for new equilibrium between firmness, in defining spaces and roles, and the ability to negotiate, between participation and educational proposals. The research offers an analysis of teachers and directors representations on family-school partnership regarding rules and teaching children rules, highligthing points of major significance and methodological hints about teachers teaching and research in this field. References Bettelheim B., (1987), A good enough parent. A book on childrearing, New York, Knopf, Random House Mantovani S. (2007), "Early Childhood Education in Italy" (pp.1110-1113),"The culture and tradition of Early Childhood education Services"(pp.111-1113)"Pedagogy" (pp.1114-1118), in New R.S., Cochran M.(a cura di), Early Childhood Education. An International Encyclopedia, vol.4, Wesport, Praeger Publishers Schaffer H.R. (1993), La socializzazione attraverso l'interazione (‘Socializing through interaction’), in Ugazio V. (a cura di), Manuale di psicologia educativa (‘Handbook of Educational Psychology’), Milano, Franco Angeli Petter G. (2002), Il mestiere di genitore (‘The parent’s craft’), Milano, Rizzoli
No
paper
Rules; Socializing; Infant Pedagogy; Parenting; ECEC services; Method; Teachers teaching; Research
English
Home, School and Community:a partnership for a happy life?
978-88-96026-74-8
Braga, P., Pastori, G., Zaninelli, F., Infantino, A., Bove, C. (2011). Rules and limits: a challenge for school-family partnership in contemporary society. A study in Milano. In Home, School and Community: a Partnership for a Happy Life? Abstract book. Bologna : Emil.
Braga, P; Pastori, G; Zaninelli, F; Infantino, A; Bove, C
File in questo prodotto:
File Dimensione Formato  
Abstract Ernape Milano 2011.pdf

Solo gestori archivio

Descrizione: abstract in Abstract Book
Tipologia di allegato: Publisher’s Version (Version of Record, VoR)
Dimensione 16.76 kB
Formato Adobe PDF
16.76 kB Adobe PDF   Visualizza/Apri   Richiedi una copia

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/62369
Citazioni
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
Social impact