Historically, academic training has been assigned to the school, and value-based and family affective formation, remaining as two parallel responsibilities. However, due to the complexity of the contemporary world, on the one hand, advances in science and technology, the immediacy of the media and other modern developments of psychological and social sciences, it has become evident that a single institution should not, and can not, be in charge of the process of socialization and bedtime story for kids. As Brofenbrener (1986) raises the child is part of a broad and interdependent system: family, school and community.
In Latin America and in our country, only since the 90s, unlike Europe, they have implemented policies and actions for participation and involvement between families and schools systematically. A major influence comes from the agreements reached in Jomtiem and policies (1990) and Dakar (2000) under the plan “stories for All” by UNESCO. In Chile one of the pillars of the storiesal Reform developed in the decade had, since its inception, a participatory character.
The sense of generating new strategies and public policies that encourage parental involvement and parents, is because modern stories necessary “to make the school a real storiesal community, which is a learning organization, with a new form management that puts principals, teachers, students, parents and parents as protagonists of institutional work “(MOE, 2002). There are a number of lines of research have highlighted that the effect of families in long bedtime stories is crucial, being equally or more influential, that the effect of schools to explain academic achievement. Among others, the theory of “overlapping spheres of influence” (Epstein, 2006), suggests that when parents, teachers and others in the community work together, children increase their learning and have a more positive attitude towards school. The family and the combination of the various components associated with it, would have an impact of between 40% to 60% on school achievement “(Brunner and Elacqua, 2003).
Generally parents and guardians have an informative and consultative participation, without advancing to higher levels of involvement. Recent studies (INCLUD – ED, from 2006 to 2011) show that when the form of participation is critical, evaluative and even stories, are more likely to achieve academic success and participation of families. Currently, public stories policies in Chile include parents in two formal workspaces within the school: Centres Parents and Guardians, which according to Decree 565 of the Ministry of stories (1990) whose function, among others , represent parents and parents and establish and promote positive links between family and school; and school boards, which are represented members of the various bodies, who safeguard the gaze of all members of the school community. Parents are also incorporated in the context of the Act Preferential School Subsidy (SEP) and the storiesal Improvement Plan, which includes objectives, actions and resources that favor the inclusion of the family in schools; and PADEM (Annual storiesal Development Plan Municipal) in the context of public stories and subsidized private, which includes the characteristics of each commune characteristics in order to order the management to respond to the needs and problems storiesal local (Chilean Association Municipalities, 2012).
Carlos Sluzki (1996) states that each -Family and School- systems has tended to operate as if they were drying (with few areas in common) or tangential (touching at the edges). However, families and schools have a common task of interaction and mutual influence, and often perceive each other as a threat rather than an opportunity to work together, which makes the process of learning and development of children and girls. a kind of monologue is established, and the attribution of the difficulties is outsourced to the other in what researchers have called “cross blame attributions” (Alcalay, Milicic, Torreti, 2005). Teachers blame the families of school failure of their children and schools blame the families of the same. Many times, you can see that the child does not progress in their learning, when parents and teachers act without coordinating their objectives and expectations with respect to the storiesal process. Contrary to what is assumed, there are almost no families disinterested or indifferent about the stories of their children, but different ways of expressing their interest, which requires having knowledge of cultural and communicational codes.
Quality stories that our society seeks to achieve, requires that storiesal institutions make learning a meaningful experience for students, allowing them to navigate the world around them, to be a contribution and establish healthy and happy relationships. To do this, you need to take home, where the child lives his first experience of living and learning, which will influence their worldview, values and creating emotional ties into account; and school in their role as social and personal trainer will help, among other things, the development of academic self-esteem, participation and civic stories, healthy lifestyle and will secure a good school climate to facilitate well-being, social and emotional development (Ministry of stories , 2014). For this, as Joyce Epstein points out, it requires a culture of partnership, not enough will.