The Socio-Pedagogical Dynamics of Relationships and Contexts in the Learning Process

Modern pedagogical approaches emphasize the importance of the active participation of the children in the learning process focusing on existing knowledge and experiences, through activities that make sense to children and utilize their cultural capital. Emphasis is placed on the characteristics and importance of the social environment in the school community and the classroom, analyzing theoretical approaches, methodological trends and educational interventions for the functioning of relationships between children, children and teachers, and teachers among themselves. At the same time, with the development of a positive climate in the classroom and the school unit, teachers are therefore called to develop connections and collaboration with the family and the wider social environment. In this way, not only do they draw useful information for the child in order to form appropriate learning environments in the classroom, but also resources to enhance the quality of the educational process by developing relationships that support the educational work. In this way they enhance the “continuity” and quality of the child’s experiences in all the contexts in which he / she participates. This “opening” of the school to the wider community is an important parameter for the school to be able to fulfill the new roles it is called to play as a player of social change, interested in the holistic development and well-being of the child. Teachers develop a positive attitude towards the dynamics that can have the family and social environment for the educational process and a collaborative culture, to acquire knowledge and skills to organize appropriate programs and interventions that promote interactions and positive relationships among all stakeholders involved. The course makes a brief reference to modern theories that highlight the need for developing partnerships in the educational context. Basic theoretical approaches to understand the conditions and procedures for collaboration in the context of strengthening children’s education and school effectiveness are presented. The characteristics and skills of teachers that develop a positive classroom and school climate and enhance the interaction with the family and social environment are analyzed. Examples of applications and findings of relevant research are presented in order to highlight the factors that facilitate or hinder the cooperation in the school. Finally, students are asked to design their own activities / programs to strengthen the school-family-community relationship and classroom and school climate, or to do a small relevant research project.
Course modules
1. Modern theoretical approaches that support the need for cooperation among persons and contexts in the educational process (constructivist approach, differentiated pedagogy, ecological teaching model).
2. Theoretical models for the development of school-family-community connections (ecosystemic theory, model of overlapping spheres, developmental model for the school-family relationship) and the parent-teacher relationship.
3. The concept and importance of parental involvement.
4. Characteristics and skills of teachers who support positive relationships in the classroom and at school and implement school-family-community collaboration programs, factors that facilitate or restrict cooperation and the development of relationships.
5. Presentation of examples / applications and empirical research on partnerships and the development of relationships (transition programs, parental involvement programs, cooperation programs with socio-cultural-educational institutions and education-related professionals, strategies to promote classroom and school climate).