Relación familia-escuela en niños y niñas de 3 a 5 años

Abstract

Abstract: This study is developed with the objective of strengthening the family-school relationship in early education institutions through innovative strategies that promote communication and participation. The descriptive, analytical, synthetic and statistical method was used, as well as bibliographic research, reading and graphic organizer techniques; Furthermore, a mixed methodology was applied, identifying perceptions of teachers and parents in pedagogical, social and inclusive dimensions, using interviews and questionnaires as instruments to a sample made up of a group of 10 parents and 10 early education teachers. The findings show strengths in communication, emotional support and collaboration, but also areas for improvement in inclusion and technology. Teachers perceive a high level of commitment, although they point out challenges in technological integration and educational equity. Parents value feedback and access to support resources, but face difficulties with digital tools, which motivates an educational proposal. It is concluded that a planned cooperation between family and school improves child well-being and equitable education.