Incidence of family environment on the school behavior of children aged 5 to 6 years

Abstract

The objective of this study was to describe the factors of the family environment associated with the school behavior of children aged 5 to 6 years in the "28 de Septiembre" Educational Unit in Ibarra. Using a mixed approach, the attitudinal performance of children was qualitatively observed using an estimation scale and quantitative data wase collected through questionnaires addressed to teachers and parents. The results showed that a positive, supportive family environment is correlated with better emotional and academic outcomes in children. In contrast, those who live in conflictive homes or with a lack of emotional support present problematic behaviors such as aggression and insecurity. Furthermore, it was found that children from nuclear families have better school adaptation compared to those from single-parent or extended families, who face additional challenges to maintain emotional balance and defined roles. It is concluded that cohesion and effective communication within the family nucleus are fundamental in school performance, recommending specific interventions to improve the behavior and academic performance of students, actively involving families in the educational process. The data obtained reveals the most prominent factors associated with the construction of behavioral and cognitive structures that are manifested in student participation due to the influence of the family environment. It is in this way that this investigative process shows special relevance considering that the starting point of a good formation of an individual is the family.