THE RELATIONSHIP BETWEEN FAMILY AND SCHOOL AND ITS RELEVANCE TO LEARNING IN THE EARLY YEARS OF ELEMENTARY SCHOOL

Abstract

The present article, entitled “The Relationship Between Family and School and Its Relevance to Learning in the Early Years of Elementary Education,” investigates how the partnership between these two institutions impacts the cognitive and socio-emotional development of children in the first years of schooling. At this crucial stage of formation, family participation plays an essential role in monitoring learning processes and strengthening the bonds with the school. However, despite the recognized importance of this relationship, challenges remain that hinder its full realization, such as communication failures, sociocultural differences, and the delegation of responsibilities—factors that weaken the educational process. This qualitative and descriptive study was conducted in two public schools, aiming to identify, verify, and analyze the contributions and weaknesses of current practices, while suggesting strategies to strengthen the partnership between family and school. The research seeks to understand how collaborative engagement between these institutions can foster the construction of methodologies that promote a systematic and continuous connection, overcoming the perception that each acts in isolation. The relevance of this study lies in the need to encourage inclusive pedagogical practices that recognize the family as a partner in the educational process, ensuring better conditions for learning in the early years of elementary education.