Family and school are two very different contexts; therefore, for education it’s essential to connect those two worlds where human development takes place. Nowadays, collaborative relationships between schools and households are an essential requirement to move towards a better education.

If the families establish a positive and collaborative relationship with the teachers, both of them will be able to work more effectively and create positive results that promote cognitive and emotional progress on the children.

For this reason, the issue of family participation in the educational process has been an important aspect of our society, and fortunately, there is consensus among the educational community that the kindred participation is necessary and essential for the achievement of school success.

As a matter of fact, as we have commented previously, many investigators and authors from the educational and cognitive development world support this position.

Elisabeth Glima Tomalá, outlines in her work titled “Family integration for the strengthening of the learning process in children at the initial level of the basic education school” that the family is an essential scenario during the education of the child; that’s why it must be in conjunction with the school to be able to positively and effectively support the child’s teaching and learning process and its physical, mental and emotional development.  (Elisabeth G., 2015).

Likewise, Igone Arostegui, Nekane Beloki, and Leire Darretxe, in their book "The participation of families and other members of the community as a success strategy in schools" try to demonstrate that there are scientific evidences of success strategies in school, demonstrated through the importance of kindred participation and other members of the children’s community. (Igone A., Nekane B., and Leire D., 2013) Therefore, the family support of school activities is crucial and exceptionally beneficial, since there are many common items shared by families and schools, and both of them share the concern and need to train and educate children.

Martinez Gonzalez (1996) outlines in the following data table the benefits of this collaboration: