Abstract

The purpose of this qualitative research is to observe and understand how the participation of parents in the school life of their children is progressively built up in the early stages of the insertion of the children within the appropriate educational structures. The importance of school-family communication is fundamental from this first phase of the child’s life. It is a two-way relationship of exchange of notions, aimed at the cooperation of two institutions, such as school-family, which must work synergistically to best pursue the development of the child. The learning of these meanings is also influenced by the environment in which they operate, thus giving importance not only to the relationship established between the figures, but also to the place where the construction of this participation takes place. The intent of the research was to observe parents and teachers in their relationship, then trying to highlight possible ideal types of participation. From the results obtained it was possible to deepen the construction of the parental participation system. Three models of family participation were identified: collaborative-uncertain-hindering. These forms of participation are not given once and for all but can and must be built and changed to create their active and optimal participation.