14 SES 03, Teachers' Perspectives on Home-school Relationships
Grandparents are paramount figures for children during their childhood, with who they create an authentic familiarity. Grandparents provide their grandchildren with a great abundance of knowledge and wisdom (De Taisne y Gentil-Baichis, 2001). These family relationships are used as channels in which values can be transmitted from one generation to another (Tafere, 2015).
According to Pinazo y Montoro (2004), the tie established between grandparents and children are very influential in the development of children’s values and personal identity. Likewise, García y Bedmar (2002) defend that the intergenerational approach “contributes to the students’ comprehension in education, favoring their personal and social progress’’ (p.214).
Indeed, there is a need to link school to family life. In order to achieve that link, we must introduce experienced knowledge. A good way of doing so would be by the means of projects. Knowledge based on projects means an innovative approach where students manage their own knowledge by means of investigation, which they cooperate with each other to create projects of their own interest. (Bell, 2010).
In this way, students will be presented with motivating situations on intergenerational relationships where they will learn significantly and by which they will understand their social and cultural environment (García-Vera, 2012), contributing at the same time to a higher personal growth (Deci, Vallerand , Pelletier & Ryan, 2011).
There are many studies about this methodology like the one developed by Kaldi , Filippatou & Govaris (2011), where they expose the benefits of the projects (collaboration, experimentation, ability to learn how to learn), moving away from traditional education.
The investigations about intergenerational relationships and specifically about the relationship between grandparents and grandchildren are also frequent. The studies of Rico, Serra, Viguer y Meléndez (2001) or Thiele & Whelan (2006) analyzed the current roles of grandparents. Authors like Hurme, Westerback & Quadrello (2010) and Sigurđardóttir & Júlíusdóttir (2013) studied the ways of contact between grandparents and grandchildren.
After our bibliographic research, we were aware of the fact that the psycho-social and cultural conditioning make elders and youths develop a concept of themselves as an individual (García y Bedmar, 2011), and therefore, there are more and more studies that contemplate the relationships established between grandparents-grandchildren and the development of the identity.
Based on these indications, the questions of our investigation are the following:
What perception do Childhood Education teachers have about the use of projects-based methodology? How is its use defined in order to work on the grandparents-grandchildren relationships in the classrooms? And is the relationship between grandparents-grandchildren relevant for teachers for the building of their students’ identity? In this manner, the specific objectives we consider in our study are:
- To assess the use teachers have on project-based methodology, focusing on the use of methodology with the subject of grandparents-grandchildren relationship.
- Make an approach about the teachers’ conceptions on the importance that the grandparents-grandchildren relationships provide to the development of their student’s identity.
Such subject matter and methodology can be an innovative practice that would improve the teaching-learning results and would promote the identity of the students.
Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83 (2), p. 39-43. Bisquerra, R. (1999). Introducción a la estadística aplicada a la investigación educativa. Barcelona: PPU. Coe, R.J. (2012). The nature of educational research-exploring the different understandings of educational research. En Arthur, J., Waring, M., Coe, R., & Hedges, L.V. (eds.), Research Methods and Methodologies in Education (pp. 5-14). London: SAGE. Deci, E., Vallerand, E., Pelletier, L. & Ryan, R. (2011). Motivation and Education: The Self-Determination Perspective. Educational Psychologist , 26, p.325-346. De Taisne, G. y Gentil-Baichis, Y. (2001). El placer de ser abuelos (pp.49-106). Santander, España: Sal Terrae. García, J. y Bedmar, M. (2002). Hacia la educación intergeneracional (pp.25-247). Madrid, España: Dykinson, S.L. García-Vera, N. O. (2012). La pedagogía de proyectos en la escuela: una revisión de sus fundamentos filosóficos y psicológicos. Magis: Revista Internacional de Investigación en Educación, 4 (9), p. 685- 707. Hurme, H., Westerback, S. & Quadrello, T. (2010). Traditional and New Forms of Contact Between Grandparents and Grandchildren. Journal of Intergenerational Relationships, 8 (3), p.264-280. Kaldi, S., Filippatou, D. & Govaris, C. (2011). Project-based learning in primary schools: effects on pupils' learning and attitudes. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 39 (1), p. 35-47. Pinazo, S. y Montoro, J. (2004). La relación entre abuelos y nietos. Factores que predicen la calidad de la relación intergeneracional. Revista Internacional de Sociología, 38, 147-168. Rico, C., Serra, E. y Viguer, P. (2001). Abuelos y nietos: abuelo favorito, abuelo útil. Madrid, España: Ediciones Pirámide. Sigurđardóttir, S. & Júlíusdóttir, S. (2013). Reciprocity in Relationships and Support Between Grandparents and Grandchildren: An Icelandic Example. Journal of Intergenerational Relationships, 11 (2), p. 118-133. Suter, W.N. (2012). Introduction to Educational Research. A Critical Thinking Approach. Thousand Oaks, CA: SAGE. Tafere, Y. (2015). Intergenerational Relationships and the Life Course: Children-Caregivers’ Relations in Ethiopia. Journal of Intergenerational Relationships, 13(4), p.320-333. Thiele, D. & Whelan, T. (2006). The Nature and Dimensions of the Grandparent Role. Marriage & Family Review, 40 (1), p. 93-108. Torrado, M. (2014). Estudios de encuesta [Surveys Research]. En Bisquerra, R. (coord.), Metodología de la investigación educativa (pp. 231-257) [Research Methodology of Educational Research]. Madrid: La Muralla. Tymms, P. (2012). Questionnaries. En Arthur, J., Waring, M., Coe, R., & Hedges, L.V. (eds.), Research Methods and Methodologies in Education (pp. 231-240). London: SAGE.
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