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Society, Family and School

Code: 102006 ECTS Credits: 6
Degree Type Year Semester
2500797 Early Childhood Education FB 2 1
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.


Paloma Valdivia Vizarreta

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
Some groups entirely in Catalan:
Some groups entirely in Spanish:


Paloma Valdivia Vizarreta
Alejandro Montes Ruiz
Enric Saurí Saula


No requirements

Objectives and Contextualisation

The aim of this course is to present the relationship between the different bodies taht represent Society, Family and School


  • "Critically analyse and incorporate the most relevant issues of contemporary society that affect family and school education: social and educational impact of audiovisual languages and of screens. changes in gender relations and intergenerational changes; multiculturalism and interculturalism; discrimination and social inclusion and sustainable development."
  • Adopt ethical behaviour and attitudes and act according to the ethical principles of the profession.
  • Demonstrate an understanding of the role, possibilities and limits of education in today's society and core competencies that affect infant schools and their professionals.
  • Develop critical thinking and reasoning and know how to communicate effectively both in your own tongues and in other languages.
  • Master social skills in dealing and relating with the family of each pupil and all families.
  • Participate and get involved in the events, meetings and events of the institution to which one belongs.
  • Promoting and cooperating in initiatives, inside and outside of the school, organised by families, municipalities and other institutions with an emphasis on civic education.
  • Recognize and evaluate the social reality and the interrelation between factors involved as necessary anticipation of action.
  • Respect the diversity and plurality of ideas, people and situations.
  • Understand the historical evolution of the family, different types of families, lifestyles and education in the family context.

Learning Outcomes

  1. Create and maintain communication links with families to have an effective impact on the education process.
  2. Demonstrate knowledge of the evolution of the educational implications of the information and communications technology and in particular of television in early childhood.
  3. Develop analysis of social reality in well-argued fashion from empirical facts and contrasted opinions.
  4. Identifying the teacher’s framework of autonomy in today's society.
  5. Know and perform the duties of tutor and counsellor in relation to family education.
  6. Promoting and cooperating in initiatives, inside and outside of the school, organised by families, municipalities and other institutions with an emphasis on civic education.
  7. Recognising the social value of education and the value of diversity in order to acquire resources that encourage inclusive education and performance in multicultural contexts.
  8. Reflecting in a group on the acceptance of standards and respect for others.
  9. Understand the historical evolution of the family, different types of families, lifestyles and education in the family context.
  10. Understand the nature of the most relevant issues of complex societies in terms of gender, age, class and ethnicity and incorporate a critical reading with respect to the various forms of inequality and social exclusion.
  11. Understand the processes that occur in educational activities and their impact on training while accepting that the exercise of the educational function must be refined and adapted lifelong to scientific, educational and social changes.



Section A. Pedagogy

Right to education, childhood and family policies
1. The right to education from a historical perspective
2. Child protection
3. The educational role of the family

Management of community relations for coexistence
4. Management of community relations and family
5. School, diversity and inequality: handling diversity from schools

Section B: Sociology

Social change and family diversity
1. Family and school diversity
2. Ruptures and separations and school
3. Work-life balance
4. Poverty and educational exclusion
5. Interculturality. Transnational families and parenting

Family-school participation
6. Family Involvement in School: Why and for What?
7. The structures of participation of families in schools.



- The classes will be asynchronous digital are directed by the faculty of the subject and take place in the virtual spaces of the university. They will be dynamic and digital classes by the large group: the digital class aimed at the large group allows the exposition of the main contents and elements of discussion of the different thematic blocks and the seminars are spaces for small group work to analyze and debate the proposed activities. by teachers, mainly in the Virtual Campus, in order to complement the theoretical sessions. The seminars will be face-to-face at the university and are compulsory attendance, students will be assigned to one of the groups scheduled at the beginning of the course.

- The activities supervised by the teacher outside the classroom include the set of individual and group, physical and virtual tutorials, which should serve to solve difficulties, guide tasks and ensure understanding of the learning of the subject.

- Autonomous work is carried out independently by the student and involves the preparation of readings, cases and other types of tasks, exercises or assignments, in order to make the most of the sessions and achieve the objectives of the subject.

The proposed teaching methodology may undergo some modification depending on the face-to-face restrictions imposed by the health authorities,


Title Hours ECTS Learning Outcomes
Type: Directed      
Evaluation 0 0 2, 4
Presencial in large grup 30 1.2 10, 2, 3
Seminars 15 0.6 2, 4
Type: Supervised      
Supervised activities 30 1.2 1, 2, 3
Type: Autonomous      
Autonomus activities 75 3 2



The evaluation of the course will be held throughout the academic year through the activities shown in the grid below: assistances and participation in seminars (20%), personal work (30%), exam (50%)

Class attendance is mandatory: students must attend at least 80% of the classes, otherwise they will not be considered for evaluation. Attendance to both theoretical and practical classes will be controled.

The results of each of the assessment activities will be communicated to thestudents through the Moodle no longer than 20 working days from the due date. After the grades of each activity are communicated to the students, they can attend to the professors' office hours for any queries concerning the assessment up to 10 days after their publication. 

The final grade of the subject will be calculated by weighting the proposed evaluation activities, as indicated on the grid. In order to pass the subject, each of the evaluation activities it consists of will be approved with a minimum of 5. Students will be able to do a re-evaluation in case they have not passed any of the evidence of evaluation (within the school period and marked in the schedule). The final grade for this reevaluation will be approved or unapproved.
The dates of the different evaluation activities are shown in the following table:



Average Weight

Dates Group 61

Dates Group 62

Deepening work seminar section A (group activity)


Seminari date

Seminari date

Deepening work seminar section B (group activity)


Seminar date

Seminar date

Test Section A (individual activity)




Test Section B (individual activity)




Evidences Seminars Section A (individual activity)


Each seminar

Each seminar

Evidences Seminars Section B (individual activity)


Each seminar

Each seminar






To pass this course, the student should show a good general communicative competence, both orally and in writing and a good command of the language and communication language contained in the syllabus.

To pass this course, the student must show good general communicative competence, both orally and in writing, and a good command of the language or languages spoken in the teaching guide.
In all the activities (individual and in group) the linguistic correction, the writing and the formal aspects of presentation will be taken into account. Students must be able to express themselves fluently and correctly and must show a high degree of comprehension of academic texts. We remind you that, in the case of the Catalan language, in the 1st and 2nd year it is requested that the student has a linguistic competence equivalent to Level 1 for Teachers of Infant and Primary Education and that from the 3rd year of the Degree the student must have shown a competence equivalent to Level 2 for Teachers of Infant and Primary Education. See: http://www.uab.cat/web/els-estudis/-competencia-linguistica-1345698914384.html and "Normativa d'avaluació en els estudis de la UAB" http://mat.uab.cat/~seccio/documents/arxiu/Normativa_avaluacio.pdf). 

In accordance with UAB regulations, plagiarism or copying of any individual or
grouppaper will be penalised with a mark of 0 for that paper, without any possibility of a re-sit. During the completion of a paper or the individual exam in class, if the teacher has reason to believe that a student is trying to copy or s/he discovers any kind of non-authorised document or device, the student involved will obtain a mark of 0, without any possibility to re-sit. A paper or test will be consideredas plagiarism when a chunk of text of four words or longer authored by another person (another student, scholar, webpage, etc.) without citing the source according to academic norms. Further information available at: 



Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Deepening work Seminar Section A (group activity) 15% 0 0 9, 2, 7, 8
Deepening work Seminar Section B (group activity) 15% 0 0 6
Evidences Section A Seminars (individual activty) 10% 0 0 11, 5, 9, 1, 8
Evidences Section B Seminars (individual) 10% 0 0 11, 7, 8
Test Section B (individual activity) 25% 0 0 11, 5, 1, 2, 3, 4, 6, 7
Text Section A (individual activity) 25% 0 0 5, 9, 10, 1, 7


Aler Gay, Isabel (2006). La transformación de la maternidad en la sociedad española: 1975-2005. Documento de trabajo 22006/02.Centros de Estudios Andaluces.

Andrés, S. i Giró, J. (2014). El papel y la representación del profesorado en la participación de las familias en la escuela. Revista Electrónica Interuniversitaria de Formación del Profesorado, 19 (1) , 61-71. doi: http://dx.doi.org/10.6018/reifop.19.1.245461.

Beck-Gernsheim, Elisabeth (2003). La reinvención de la familia: en busca de nuevas formas de conviviencia. Madrid: Paidós.

Cabrera, D.; Funes, J.; Brullet, C. (2004). Alumnado, familias y sistema educativo. Los retos de la institución escolar. Barcelona: Octaedro-FIES. Flaquer, L. (2000). Las políticas familiares en una perspectiva comparada. Barcelona: Fundació "La Caixa".

Comas, M; Escapa, S; Abellán, C (2014). Com participen mares i pares a l'escola? Diversitat familiar i d'implicació en educació. Informes Breus, 49. Barcelona: Fundació Jaume Bofill.

Garreta, J. (2012). Famílies i escoles . La participació de les famílies als centres educatius. Lleida: Editorial Pagès i Ajuntament de Lleida.

Gomez-Granell, C. et alii (2002). La Infància i les famílies als inicis del segle XXI. Informe 2002. Barcelona: CIIMU.

INCLUD-ED Consortium (2011). Actuaciones de Éxito en las Escuelas Europeas. Madrid: Ministerio de Educación. Gobierno de España.

Nevado, D. (2007). El desarrollo de las organizaciones del siglo XXI: ética, responsabilidad social, gestión de la diversidad y gestión del cambio. Madrid: Walters Kluwer.

Tedesco, J. C. (1995). El nuevo pacto educativo. Educación, competitividad y ciudadanía en la Sociedad moderna. Madrid: Anaya.

Tomasevski, K. (2004). El asalto a la educación. Barcelona: Intermón/Oxfam.

Vila, I. (1998). Familia, escuela y comunidad. Barcelona: Editorial Horsori.