The entrance of the children to the School Trajectory. Affections and challenges

With the entry of their children into school life, in the experience of mothers and fathers, new social and affective experiences that are expressed through new challenges in their functions parental. Many times they are lived with joy and emotion for the beginning of the new family stage and other times, they appear feelings of anguish, frustration and disorientation that impact the family organization, personal life and of couple.

It is important to know the particularities of this particular change in the life cycle of each family, in order to understand the characteristics of the new dynamics and thus find new tools for building links with the children.

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The School and its Implications in the Family

The educational institution is presented as a new environment that provides boys and girls with the encounter with other peers and adults.. These ties are constituted differently from family members, which gives them specific roles and dynamics. At the same time, all these new experiences and social exchanges take place within the framework of pedagogical processes and of the achievement of the learning that the school proposes, processes that are experienced by each person individually.

Although each institution offers certain educational proposals, learning achievements are built through a process that is particular and with different times for each student, thus respecting the idea that not all subjects learn in the same way (Meirieu, 2001). Additionally, school knowledge, unlike others that are built throughout life, is mandatory and formal, and has the particularity of not being able to be covered by the family, so that other facilitating and significant adults necessarily arise in the life of each child, roles usually occupied by teachers referents.

At the same time, The presence of other boys and girls of the same age with some interests in common and the exchange of new experiences allows the expansion of the social fabric of the children.. In this way, each child will establish in a personal and not always conscious way, processes of comparison between those guidelines acquired from family ties and those school experiences that gain meaning from the intervention of the figures teachers.

The school, which is constituted for the child as an institution of transition between the family and the society, is the bearer of its own statements and its certainties as a representative of the demands social. Some of these will coincide with the expectations of fathers and mothers and others will imply a need to agree and build new positions in the education and training of children.

From the place of mothers and fathers, this often implies new challenges in the exercise of their parental functions and new affective experiences on the occasion of the achievements of the knowledge that the school proposes and the expansion of the social fabric of the children. Both processes related to the effective participation of students and families in an educational institution.

In this way, the need appears for new forms of setting limits, containment and listening. Additionally, children require new ways of accompaniment in terms of homework, extracurricular activities, promotion of new bonds of friendship, without neglecting the implications that this entails in the need to reorganize routines relatives.

All this new reality usually feels like a challenge to certain statements established up to that moment in the family group. Statements of family certainties referring to regulations, ways of relating to others, hygiene habits, eating habits, etc., that now, with the expansion of the social bonding plot, they are contrasted with other statements of certainties that other families built within their ties.

Change processes generate disorganization, but they also represent an opportunity for readjustments, updating and new understandings about new situations. Children's schooling is not only a stage of growth for them as students, but also represents an opportunity adjust and develop new styles of parenting and strengthening of the functions of fathers and mothers in the care and education of their children.

The Development of Parental Functions

The family is the first institution to which we belong. There we learn our first ways of interacting with others and with the world, as well as our tastes and preferences, and it is the origin of many of the aspects that we later value in adult life.

The school, for its part, is the first non-family institution that marks the beginning of what is known as the path towards exogamy and therefore requires the adaptation of some of their ways of relating to others and with the around.

The same happens in the case of parental functions. On many occasions an overwhelming feeling of difficulty invades, however, many of them are not about not being able to, but about the need to perform those same roles in a different way. These changes will have to do with the always gradual and gradual development of more active listening skills, accompanying children by gradually offering spaces for autonomy and the most differentiated establishment regarding moments of play and leisure in relation to moments of study and school moments as the child advances in the journey academic.

On the other hand, Beyond the family characteristics, maintaining a minimum of daily routine helps not only the family organization but rather provides children with an environment in which they can anticipate actions and behaviors, an essential factor during growth since it is equivalent to security and the possibility of making mistakes in a safe environment. In conclusion, it is not about abandoning what was established and achieved in the early stages of life, but updating them to the new milestones that the life cycle and the family cycle are incorporating.