Influence of the family on attitudes towards classroom work in preschool children
Keywords:
Family, attitudes, preschool education, child developmentAbstract
This study analyzes the influence of family dynamics on attitudes toward classroom work among second-grade preschool children at the Lic. Javier Rojo Gómez Kindergarten, located in the community of Bondojito, Huichapan, Hidalgo, during the 2024–2025 school year. The objective was to describe how family environments impact students’ behavior and disposition in the classroom. A qualitative approach with a descriptive and exploratory design was used, involving a population of 28 children aged 4 to 5 years. Data collection included direct classroom observation and an open-ended questionnaire administered to mothers, focusing on parenting practices, school support, and family conditions. Results indicate that most children are cared for by grandparents or other relatives due to mothers’ work responsibilities and the absence of a paternal figure, which is associated with frustration, perfectionism, aggressive behavior, resistance to schoolwork, and difficulty following rules. In contrast, children who receive greater family support show more positive attitudes toward classroom activities. The study concludes that family dynamics have a direct influence on preschool children’s socio-emotional and academic development, highlighting the importance of strengthening collaboration between families and schools to promote positive attitudes and support comprehensive child development.
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