THE PARTNERSHIP BETWEEN FAMILY AND SCHOOL IN THE HOLISTIC DEVELOPMENT OF CHILDREN IN EARLY CHILDHOOD EDUCATION

Abstract

This study aimed to investigate how the partnership between family and school influences the integral development of children in early childhood education, understanding how this relationship influences cognitive, social, and emotional aspects. It also seeks to identify effective strategies adopted by the school that favor collaboration with families, strengthening the bond between the two educational contexts. Furthermore, it intends to ascertain how family participation contributes to the teaching-learning process. Analyzing the main contributions of this relationship, it highlights that the integration between family and school is fundamental to promoting a more meaningful, participatory education aligned with the child's needs. The methodology adopted was qualitative in nature, consisting of interviews with teachers and one family, designated P1, P2, and F1, from a public school located in the municipality of Cortes. This work is based on Lima (2020), Mendes (2020), and Moreno (2018). The results show that the relationship between family and school makes the educational process more meaningful, highlighting that when the family follows school activities and values ​​learning, the child feels more motivated and engaged, attributing more meaning to what is learned. Therefore, it is concluded that the partnership between family and school is an essential element for the integral development of the child in Early Childhood Education, and it is necessary that both act in an integrated and continuous manner.