Comunicación entre padres de familia y docentes como estrategia para la prevención de conductas disruptivas en la primera infancia
DOI:
https://doi.org/10.65415/a6j9az63Palabras clave:
comunicación familia-escuela, conductas disruptivas, primera infancia, educación inicial, participación parental, prevención conductualResumen
El presente estudio tuvo como objetivo analizar la evidencia científica relacionada con la comunicación entre padres de familia y docentes como estrategia para la prevención de conductas disruptivas en la primera infancia. Para ello, se desarrolló una revisión sistemática de la literatura, orientada por las fases del protocolo PRISMA, a partir de la búsqueda de estudios en Google Académico, Dialnet y SciELO. Se consideraron artículos científicos vinculados con la comunicación familia-escuela, participación parental, educación inicial, convivencia escolar y prevención o manejo de conductas disruptivas. Tras el proceso de identificación, cribado, elegibilidad e inclusión, se seleccionaron 10 estudios que cumplieron con los criterios establecidos. Los resultados evidenciaron que la comunicación frecuente, clara y colaborativa entre familias y docentes favorece la comprensión del comportamiento infantil, permite detectar tempranamente dificultades conductuales y contribuye a establecer acuerdos comunes entre el hogar y la escuela. Asimismo, se identificó que la participación parental, el acompañamiento socioemocional, las visitas al hogar y los programas de entrenamiento familiar constituyen estrategias relevantes para prevenir o reducir conductas disruptivas. Se concluye que la comunicación familia-docente debe asumirse como una práctica preventiva, continua y corresponsable, especialmente en educación inicial, donde el desarrollo socioemocional y la construcción de normas requieren coherencia entre los principales entornos de socialización del niño.
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Derechos de autor 2026 María Fernanda De la A-Onofre, Ramona Maribel Vélez-Zambrano, Nathaly Michelle Cumbajin-Guallasamin
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
