THE RELATIONSHIP BETWEEN FAMILY AND SCHOOL IN CHILD DEVELOPMENT IN EARLY CHILDHOOD EDUCATION

Abstract

This study analyzes the relevance of the relationship between family and school for the integral development of children in Early Childhood Education, using a qualitative and descriptive approach based on a literature review. The research brings together contributions from authors who discuss the role of both educational contexts and highlights how collaboration between them strengthens children’s cognitive, emotional, and social development. By examining different theoretical perspectives, the study demonstrates that family involvement in school routines increases children’s interest in learning activities, promotes positive behaviors, and contributes directly to academic progress. Family participation enhances emotional security, reinforces self-esteem, and stimulates autonomy, which supports children’s adaptation to educational environments. On the other hand, the lack of family engagement may lead to demotivation, socialization difficulties, and weaknesses in academic performance, compromising the formative process during early childhood. The study also emphasizes that the school plays an essential role by implementing pedagogical practices that promote dialogue, active listening, and shared responsibility with families, creating more welcoming and collaborative educational environments. When the institution establishes transparent communication and adopts strategies that strengthen family–school bonds, it fosters children’s development and enables more effective pedagogical interventions. In this sense, building a cooperative relationship between family and school becomes indispensable for ensuring quality education grounded in affection, respect, and the holistic development of the child. The study concludes that investing in policies and actions that consolidate this partnership represents a fundamental pathway to promoting well-being, inclusion, and academic success in Early Childhood Education.