RELATIONSHIPS BETWEEN FAMILY AND SCHOOL IN EARLY CHILDHOOD EDUCATION: CONTRIBUTIONS TO CHILDREN'S DEVELOPMENT AND LEARNING

Abstract

This study aimed to analyze the contributions of the family in the school context, highlighting the challenges and possibilities of this partnership in the teaching-learning process in Early Childhood Education. The methodology adopted was qualitative in nature, with a descriptive and exploratory approach, using a semi-structured interview as a data collection instrument conducted with two Early Childhood Education teachers, identified as P1 and P2, from a municipal school in the city of Escada-PE. The results showed that family participation directly influences the cognitive, social, and emotional development of children, contributing to greater motivation, security, and academic performance. It was also found that the delegation of educational responsibility exclusively to the school is still a common practice. It is concluded that the research objectives were achieved and the hypothesis confirmed, since active family participation significantly contributes to the teaching-learning process. Therefore, building an effective partnership between family and school is essential for promoting a more inclusive, participatory, and high-quality education.