O PROCESSO DE ADAPTAÇÃO DA CRIANÇA NOS ANOS INICIAIS: UMA PARCERIA ENTRE FAMILIA E ESCOLA

Abstract

This study aimed to explore the collaboration between school and family, investigating the strategies used by teachers and caregivers in the process of children’s school adaptation in early childhood education. The research sought to understand how this partnership influences the emotional and social development of children in their early school years, highlighting the importance of a safe, affectionate, and welcoming environment. In addition, the study analyzed pedagogical and relational practices that promote positive interactions and make school adaptation a pleasant and meaningful experience. The methodology adopted was qualitative, based on bibliographical research supported by authors who discuss the role of teachers, family involvement, and children’s emotional development. Theoretical studies, official documents, and educational guidelines addressing children’s integration into the school environment were analyzed. The results showed that school adaptation is a shared process that requires dialogue, empathy, and cooperation among all parties involved. The teacher’s sensitive role, combined with the active participation of families, contributes to building a more inclusive, safe, and stimulating educational space that promotes well-being, autonomy, and the joy of learning.