La relación familia-escuela en niños de 3 a 5 años en la Provincia Orellana-Ecuador

Abstract

Abstract: We investigated the family-school relationship of children aged 3 to 5 years in the Province of Orellana, Ecuador. Our objective was to strengthen this relationship in early childhood education institutions through innovative strategies that promote communication and participation. We employed a mixed-methods qualitative-quantitative approach with a sample of 10 teachers and 10 parents, using a questionnaire with Likert-scale questions. The findings indicate low levels of achievement in the communication and collaboration dimension and the community participation dimension, based on teachers' perceptions. Similarly, low levels of achievement were observed in the expectations and educational goals dimension and the resources and support services dimension, according to parents' perceptions. It is concluded that poor communication and collaboration weaken the family-school relationship, negatively affecting children's overall development. It is recommended to implement strategies that strengthen positive communication, involve families in school and community activities, and provide the necessary resources to ensure children's holistic development.