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Parenting Journal · Volume 2 · Issue 3 · Licensed source edition

The role of family-school relationship in promoting preschoolers’ classroom engagement

Luyou Shen

Originally published 2025-08-05 · Frontiers in Psychology
Frontiers Media SA · DOI 10.3389/fpsyg.2025.1615150 ↗

CollaborationResearch review or evidence synthesisCC BY (version not stated)
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Editorial reading guide · Collaboration

How can a family and a preschool teacher describe a child's engagement in concrete terms?

The review asks how connections between home and school relate to children's participation in the classroom and distinguishes several dimensions of engagement.

Who was studied?

Studies of family–school relationships and preschool classroom engagement included in a review.

Age / stage: Preschool years

Read with three questions

  1. Which dimensions of engagement had direct supporting studies?
  2. What criteria determined which studies and settings entered the synthesis?
  3. Where do children, families and educators each have a voice in the evidence?

Keep the limits in view

Coverage depends on the databases, languages and inclusion rules used by the review. Differences among the underlying study designs limit conclusions about effects.

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Attribution & reuse

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Original authorship, publication date, journal and DOI are preserved. This issue’s TRICK placement and reading questions are editorial additions, not claims made by the original authors.

CC BY (version not stated) · License notice ↗Original repository record ↗

Luyou Shen (2025). The role of family-school relationship in promoting preschoolers’ classroom engagement Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2025.1615150

Permissions checked against the saved article notice; repository publication notices screened 2026-11-04. This is not a new peer-review decision. The source authors and publishers are not represented as endorsing this issue.