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Child-robot interactions in educational, developmental, and health domains are widely explored, but little is known about how families perceive the presence of a social robot in their home environment and its participation in day-to-day activities. To close this gap, we conducted a participatory design (PD) study with six families, with children aged 10--12, to examine how families perceive in-home social robots participating in shared activities. Our analysis identified three main themes: (1) the robot can have a range of roles in the home as a companion or as an assistant; (2) family members have different preferences for how they would like to interact with the robot in group or personal interactions; and (3) families have privacy, confidentiality, and ethical concerns regarding a social robot's presence in the home. Based on these themes and existing literature, we provide guidelines for the future interaction design of in-home social robots for children.