Relación familia-escuela en niños 3 a 5 años

Abstract

Abstract: The study explores the perception of parents and teachers in pedagogical, social, community and inclusion, and its impact on the educational development of children. The objectives were to identify the perception of parents, determine the perception of teachers to encourage family participation in educational decisions, and execute a proposal innovative. The methodology included surveys of parents and teachers, evaluating communication, collaboration, academic support, emotional well-being, inclusion and use of technology. The results show that 96.6% of teachers consider the achievement of social relationship and emotional well-being, and 98% highlight inclusion. Parents value participation in education with 90%. Areas of improvement in technology were identified, where only 40% of parents and 60% of teachers consider collaboration effective in digital content. The conclusions highlight the need to strengthen the communication and collaboration between families and schools, overcoming technological barriers and promote greater inclusion and community participation. Keywords: family-school relationship, early childhood education, educational inclusion, emotional well-being, collaboration pedagogical, technology in education.