Participación familiar y sus beneficios en el aprendizaje de los niños de subinicial dos

Abstract

Appropriate family participation during the preschool stage guarantees a proper integral development necessary for the infant's insertion into the National Educational System. This study was conducted under an explanatory level based on the deductive and analytical methods, and it was supported by different theoretical foundations. The population consisted of teachers who work in educational institutions where sub-initial two is offered within the cantonal capital of El Tambo. After a respective validation, a closed questions survey was applied to the teachers obtaining data that after being analyzed and tabulated allowed to answer the questions posed. In general, it is showed that 71% of teachers mention that parents sometimes cooperate with the institution commitments; 57% of parents are concerned about their children´s performance only at the end of a mid-term. Finally, it is clear that school and family participation is key to guarantee integral development since in both contexts the child can develop significant experiences for the consolidation of its physical, affective, cognitive, and psychosocial dimensions.

Keywords: education, learning, sub-initial two, preschool children, family participation