Behaviors of teachers and parents to promote family and school relationship of preschoolers included

Detalhes bibliográficos
Autor(a) principal: Christovam, Ana Carolina Camargo
Data de Publicação: 2016
Outros Autores: Cia, Fabiana
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/13441
Resumo: The literature shows empirical evidence that a close relationship between parents and school can be effective for constructing appropriate teaching practices and to promote the necessary conditions for the development of the child, especially when dealing with children with special education needs. The aim of this study was to describe  how 60 teachers and 54 parents of children with SEEs enrolled in preschool established the family-school relationship, considering strategies, frequency, activities and situations taken as promoters of the relationship. Data were collected through questionnaires and analyzed using content analysis. The data indicate that participants establish conditions for the relationship, however, parents do not show clarity of the importance of their actions, leading to low utilization of these situations, indicating need to invest in promoting the effective involvement, investing in action plans, orienting participants on what and how to do, taking full advantage of the benefits of good family-school relationship.
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spelling Behaviors of teachers and parents to promote family and school relationship of preschoolers includedComportamentos de pais e professores para promoção da relação família e escola de pré-escolares incluídosParental involvementFamily-School relationshipSpecial education.Envolvimento ParentalRelação Família-EscolaEducação Especial.The literature shows empirical evidence that a close relationship between parents and school can be effective for constructing appropriate teaching practices and to promote the necessary conditions for the development of the child, especially when dealing with children with special education needs. The aim of this study was to describe  how 60 teachers and 54 parents of children with SEEs enrolled in preschool established the family-school relationship, considering strategies, frequency, activities and situations taken as promoters of the relationship. Data were collected through questionnaires and analyzed using content analysis. The data indicate that participants establish conditions for the relationship, however, parents do not show clarity of the importance of their actions, leading to low utilization of these situations, indicating need to invest in promoting the effective involvement, investing in action plans, orienting participants on what and how to do, taking full advantage of the benefits of good family-school relationship.A literatura aponta evidências empíricas de que uma relação próxima entre a família e a escola pode ser efetiva para a construção de práticas de ensino adequadas e para a promoção do desenvolvimento da criança, principalmente no caso de crianças com necessidades educacionais especiais - NEE. O objetivo deste estudo foi descrever como 60 pais e 54 professores de alunos com NEE matriculados na pré-escola estabelecem a relação família-escola, considerando estratégias, frequência, atividades e situações adotadas como promotoras da relação. Os dados foram coletados por meio de questionários, e analisados por meio da análise de conteúdo. Os resultados indicam que os participantes estabelecem condições para a relação, no entanto, os pais não apresentam clareza da importância de suas ações, levando ao baixo aproveitamento dessas situações, indicando a necessidade de investir na promoção do envolvimento efetivo, investindo em planos de ação, orientando participantes sobre o que e como fazer, aproveitando plenamente os benefícios da boa relação família-escola.Universidade Federal de Santa Maria2016-03-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/1344110.5902/1984686X13441Special Education Magazine; Revista Educação Especial, v. 29, n. 54, jan./abr. 2016; 133-146Revista de Educación Especial; Revista Educação Especial, v. 29, n. 54, jan./abr. 2016; 133-146Revista Educação Especial; Revista Educação Especial, v. 29, n. 54, jan./abr. 2016; 133-1461984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/13441/pdfChristovam, Ana Carolina CamargoCia, Fabianainfo:eu-repo/semantics/openAccess2016-08-10T18:18:48Zoai:ojs.pkp.sfu.ca:article/13441Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2016-08-10T18:18:48Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Behaviors of teachers and parents to promote family and school relationship of preschoolers included
Comportamentos de pais e professores para promoção da relação família e escola de pré-escolares incluídos
title Behaviors of teachers and parents to promote family and school relationship of preschoolers included
spellingShingle Behaviors of teachers and parents to promote family and school relationship of preschoolers included
Christovam, Ana Carolina Camargo
Parental involvement
Family-School relationship
Special education.
Envolvimento Parental
Relação Família-Escola
Educação Especial.
title_short Behaviors of teachers and parents to promote family and school relationship of preschoolers included
title_full Behaviors of teachers and parents to promote family and school relationship of preschoolers included
title_fullStr Behaviors of teachers and parents to promote family and school relationship of preschoolers included
title_full_unstemmed Behaviors of teachers and parents to promote family and school relationship of preschoolers included
title_sort Behaviors of teachers and parents to promote family and school relationship of preschoolers included
author Christovam, Ana Carolina Camargo
author_facet Christovam, Ana Carolina Camargo
Cia, Fabiana
author_role author
author2 Cia, Fabiana
author2_role author
dc.contributor.author.fl_str_mv Christovam, Ana Carolina Camargo
Cia, Fabiana
dc.subject.por.fl_str_mv Parental involvement
Family-School relationship
Special education.
Envolvimento Parental
Relação Família-Escola
Educação Especial.
topic Parental involvement
Family-School relationship
Special education.
Envolvimento Parental
Relação Família-Escola
Educação Especial.
description The literature shows empirical evidence that a close relationship between parents and school can be effective for constructing appropriate teaching practices and to promote the necessary conditions for the development of the child, especially when dealing with children with special education needs. The aim of this study was to describe  how 60 teachers and 54 parents of children with SEEs enrolled in preschool established the family-school relationship, considering strategies, frequency, activities and situations taken as promoters of the relationship. Data were collected through questionnaires and analyzed using content analysis. The data indicate that participants establish conditions for the relationship, however, parents do not show clarity of the importance of their actions, leading to low utilization of these situations, indicating need to invest in promoting the effective involvement, investing in action plans, orienting participants on what and how to do, taking full advantage of the benefits of good family-school relationship.
publishDate 2016
dc.date.none.fl_str_mv 2016-03-02
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/13441
10.5902/1984686X13441
url http://periodicos.ufsm.br/educacaoespecial/article/view/13441
identifier_str_mv 10.5902/1984686X13441
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/13441/pdf
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 29, n. 54, jan./abr. 2016; 133-146
Revista de Educación Especial; Revista Educação Especial, v. 29, n. 54, jan./abr. 2016; 133-146
Revista Educação Especial; Revista Educação Especial, v. 29, n. 54, jan./abr. 2016; 133-146
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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