Family and school in the development of socioemotional skills in the early years of elementary school: a literature review

Abstract

This study aims to conduct an analysis of recent findings in the field of education regarding the role of parents and schools in the development of socio-emotional skills in elementary school children in the early years. This was done through a systematic literature approach that follows specific protocols, with the goal of identifying patterns, determining the effectiveness of different strategies, and understanding what is applicable or not within specific contexts. The data shows that family and the school play complementary roles in the development of children's socio-emotional skills. The family is essential in shaping initial values and skills, while the school  acts as a catalyst that broadens and complements these experiences through pedagogical practices, positive relationships, and integrative educational activities, with teachers playing a central role in this process. In conclusion, the study emphasizes the importance of a collaborative and integrated approach to the development of socio-emotional skills, highlighting that, while significant progress has been made in understanding this process, there is still much to be explored to optimize educational practices and the social conditions involved in this development.