Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
April - June 2021. e-ISSN 2550-6862. págs 46-62
DOI: https://doi.org/10.31876/er.v5i37.792
Child Neurodevelopment and Parental Involvement in the
Educational Process
Neurodesarrollo infantil y la participación de los padres de familia en el
proceso educativo
Jannet Alicia Sialer Alarcón
*
, María del Pilar Bustamante de Ordinola
**
Received: July 30, 2020.
Approved: November 08, 2020.
Abstract
During the first years of life human beings lay the foundations
for neurysiological development. It is important that during
early childhood a quality education is provided together with
favorable living conditions that allow a harmonious
development of the child’s personality. The main purpose of
this review is to improve the participation of mothers and
fathers in the educational process of early education students,
based on child neurodevelopment, in order to strengthen the
family-school bond, and thereby improve the teaching and
learning process of children. The method used in the
systematization of information was the deductive method, with
a quantitative, qualitative and mixed approach. It is concluded
that it is essential to achieve educational objectives, the
participation of parents in the educational process of early
education students. It was also identified that the families most
involved with the school and most committed to education
have better performing children. It is recommended to
continue the review of such articles to increase and improve
the participation of mothers and fathers in the educational
process of early education students.
Key words:
Infant neurodevelopment, parental involvement,
early childhood.
Cite this:
Sialer, J., Bustamante, M. (2021).
Child Neurodevelopment and
Parental Involvement in the
Educational Process. Espirales.
Revista Multidisciplinaria de
investigación científica, 5(37), 46-
62
* Master in Early Childhood Education and
Neuroeducation. Universidad San Marcos,
Chiclayo, Perú.
E-mail: sialergj@usm.edu.ep.
ORCID: 0000-0001-9943-755X.
Google Scholar
** PhD in Education Administration.
Universidad San Marcos, Chiclayo, Perú.
E-mail: bustamanteb@usm.edu.ep.
ORCID: 0000-0003-1146-548X.
Google Scholar
Jannet Alicia Sialer Alarcón*, María del Pilar Bustamante de Ordinola
!
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
April - June 2021. e-ISSN 2550-6862. págs 46-62
47
Introduction
The first years of life are essential. However, not all children are exposed to early
experiences that allow them to reach their full developmental potential. According to
UNICEF (2016), the problems faced by early childhood education in Latin American
countries are varied and due to multiple causes. In the same vein, it points out:
We can point out among the most significant the problems of adaptation
and integration, as well as the development of cognitive capacities and
potentialities. In short, many of our children do not develop their capacities
and abilities in an integrated manner. (p. 6)
These difficulties are evidenced with greater emphasis in the process of formal school
initiation of the child, the participation of the parents being indispensable.
This has made children the center of attention and concern of the family, professionals
in various disciplines and the government. Society recognizes and values the
importance of children in a very special way because they are the leaders of tomorrow’s
society (Martínez et al., 2015). However, despite the changes in pedagogy, the efforts
of educators and parents, there is still no evidence of an integral development of the
child in its cognitive, affective and volitional functions, fundamental for learning and its
development itself same (Good y Jere, 2012).
In this sense, the UNESCO (2004) states that the articulation of family and school gives
as a result better learning in boys and girls; likewise, it recognizes mothers and fathers
Resumen
Durante los primeros años de vida, el ser humano sienta las bases del
desarrollo neurofisiológico. Es importante que durante la primera
infancia se proporcione una educación de calidad aunada a
condiciones de vida favorables. El propósito principal de esta revisión
es mejorar la participación de las madres y padres en el proceso
educativo de los estudiantes de educación inicial, en base al
neurodesarrollo infantil, con la finalidad de fortalecer el vínculo
familia-escuela y con ello mejorar el proceso de enseñanza y
aprendizaje de los niños. El método empleado en la sistematización
de la información es el método deductivo con enfoque cuantitativo,
cualitativo y mixto. Se concluye que es fundamental para lograr los
objetivos educativos, la participación de los padres de familia en el
proceso educativo de los estudiantes de educación inicial. Se
identificó que las familias más involucradas con la escuela y más
comprometidas en la educación tienen niños con un mejor
desempeño. Se recomienda continuar con la revisión de este tipo de
artículos para incrementar y mejorar la participación de las madres y
padres en el proceso educativo de los estudiantes de educación
inicial.
Palabras clave:
neurodesarrollo infantil, participación de padres,
primera infancia.
Child Neurodevelopment and Parental Involvement in the Educational Process
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
April - June 2021. e-ISSN 2550-6862. págs 46-62
48
as the first educators of their sons and daughters, a fact that demonstrates the positive
impact that a quality early education can have on the development and learning of
children; and finally, the family appears as a privileged space to achieve an expansion
of the coverage of early childhood education.
For his part, Corvalán & McMeekin (2006) states that in Latin America, since the 1990s,
more importance has been given to the involvement of families in the education of their
children: “giving them a degree of responsibility for the results obtained by the
students, always understanding that, ultimately, the public powers have the first
responsibility to provide quality education for all” (p. 17). To strengthen social,
educational and emotional ties, the participation of the family in the education of their
children is essential.
Today, it is recognized that the family-school binomial assumes and shares the
responsibility of educating. The family plays a main role in the formation and integral
education of children in a permanent way throughout their lives, but with greater
importance during the first three years of life, the age at which children begin to develop
autonomy and independence, allowing them establish the first social relationships
outside their home. It is precisely during this process where the family must place
greater emphasis and contribute to the integral development of children in society,
providing them with affection, values, cultural and economic conditions. Later, it will
give way to school, making it the central unit where the social integration and
socialization of the child will take place (Anabalón et al., 2008).
The evidence provided by research from the field of Psychology, Nutrition and
Neurosciences, reveals that the first years of life are critical in the formation of
intelligence, personality and social behaviors, because brain cells are formed during the
first two years. Likewise, they have shown that during the first five years of life, the brain
develops faster than ever and it is estimated that every second 700 new neural
connections are formed, allowing the brain to grow by fifty percent (Shonkoff, Boyce, &
McEwen, 2009). The factors for the development of the child’s brain are early
experiences, and interaction with the physical and social environment that surrounds
him.
Frith (2005) warns that knowledge of the anatomical and physiological structures that
make up the Central Nervous System (CNS) is essential to understand the learning
process. The CNS is made up of the encephalon (made up of the brain, cerebellum and
brain stem) and the spinal cord, and it is the one that decants and takes care of what
can be learned, how and how fast (Gonzáles, 2018, p. 15). Knowledge about the
neurodevelopmental processes that take place in early childhood constitutes a starting
point for pedagogical practice (Cabrera et al., 2017). Thanks to the knowledge of the
functioning of the brain, it has allowed us to understand behaviors, feelings,
motivations, attention and higher mental functions: learning, memory and language in
children, being able to plan activities for them at the appropriate time according to their
preparation (Tudela, 2017).
Jannet Alicia Sialer Alarcón*, María del Pilar Bustamante de Ordinola
!
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
April - June 2021. e-ISSN 2550-6862. págs 46-62
49
In this regard, Martínez (2010) mentions:
The neuroscientific findings highlight that the brain is not predetermined,
but is formed and shaped in a process of continuous interaction with the
environment and the experiences that it provides, which decisively
influences the structural organization of this organ, on its cytoarchitecture
and on the extension of the neural networks that occur between its millions
of neurons, and that lay the foundations for the formation of more complex
capacities to the same extent that the gradual maturation occurs of said
structures. (p. 71)
In this sense, Medina et al. (2015) defines neurodevelopment as “a dynamic process of
interaction between the organism and the environment that results in the organic and
functional maturation of the nervous system, the development of psychic functions and
the structuring of the personality” (p. 566). Being undeniable, that early childhood is
the stage of greatest importance for the human being.
Then the need arises for educators to delve into the understanding of the functioning
and potential of the brain during the first years of life, or what we know as infant
neurodevelopment, assessing its importance in the need to provide a good quality of
life to the child, allowing develop in the future in the various areas of development
(Parra, Rodríguez, & Chinome, 2016). This will allow educators to apply new educational
methodologies that make it possible to achieve the proposed competencies for the
teaching-learning process of students. At the same time, it will allow parents to actively
accompany their children in their educational process, stimulating them and providing
them with a favorable environment for their integral development.
Tudela (2017) maintains that the child’s education “begins at home,” and in this first
stage of development, parents play a fundamental role, because they are the ones who
initiate the knowledge of the social and cultural world in the child. Parents’ preparation
and family maturity will have a significant influence on their behavior and the path they
will follow in the future. When the child enters school, it is the teacher, through his
pedagogical preparation and his knowledge of the characteristics of the student and
his family, who becomes the student’s guide, and it is important that during this process
the children should be always supported by parents.
On the other hand, “if the conditions are favorable and stimulating this will have
immediate repercussions on learning and development, if they are unfavorable or
limited, they will act negatively, damaging said development, sometimes irreversibly”
(López, & Siverio, 2005, cited by Gutiérrez, Ruíz, & Ávila, 2016, p. 17). The first educators
of children are mothers and fathers. The learning space par excellence is the home.
Educational institutions continue and strengthen with their specialized knowledge what
the family has started and continues to do. In the school institution, boys and girls are
loaned for teachers to enhance and enrich what they have already learned (Reveco,
Child Neurodevelopment and Parental Involvement in the Educational Process
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
April - June 2021. e-ISSN 2550-6862. págs 46-62
50
2000). Therefore, it is vital that parents take an active role in the education of their
children and work together with educational institutions and teachers, in order to
achieve a comprehensive training of students.
In Peru, early childhood care and education in the country has made great progress in
recent decades. Among the positive aspects, the recognition of early childhood as a
priority of the State and public policies in favor of children under 6 years of age in the
country stand out. The Ministry of Education of Peru (2015) indicates that “the
importance of involving parents in the effective stimulation of children in educational
institutions through early stimulation programs from the beginning, is with the objective
of achieving the child neurodevelopment” (p. 21).
With these considerations in mind, this article raises the following questions: What is the
role that parental participation plays in the educational process?; what dimensions of
parental involvement are important to the educational process?; how does
understanding child neurodevelopment improve children’s learning?
In this sense, the purpose of the research was focused on conducting a critical review
of articles related to the participation of parents in the educational process and the
impact of child neurodevelopment with a cognitive approach at present, extracted from
certain databases, corresponding to the years 2015 to 2020, carried out methodically,
identifying the strategies applied to improve and strengthen the participation of the
parents of initial-level students, analyzing relevant aspects that allow improvements in
the teaching-learning process of their children. In such a way that it contributes to the
knowledge of the object of study, enabling the contribution of new knowledge based
on child neurodevelopment, an area little addressed in educational systems, improving
the educational quality that children receive.
The main objective of the research is to identify and analyze the scientific production
on strategies, programs and research aimed at improving the participation of parents
in the educational process of early childhood students, based on child
neurodevelopment, during these last five years (2015 to 2020); showing the main
research applied to improve the participation of parents in the educational process of
early childhood students; based on child neurodevelopment, in order to strengthen the
family-school link and improve the teaching and learning process of children.
The study variables correspond to child neurodevelopment and the participation of
parents in the educational process, which should be applied with initial education
students.
Materials and Methods
This research is a review, for its realization has taken into account empirical articles,
extracted from the bases of Scopus, EBSCO, ProQuest and Google Scholar, having
preferentially considered the years 2015 to 2020; and considering the study variables
Jannet Alicia Sialer Alarcón*, María del Pilar Bustamante de Ordinola
!
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
April - June 2021. e-ISSN 2550-6862. págs 46-62
51
child neurodevelopment and the participation of parents in the educational process;
the articles taken have been published in Spanish, English and Portuguese.
Likewise, articles have been taken from Iberoamerican education journals, taking into
consideration for their selection similar criteria used in the search in the databases
indicated and of course based on the corresponding variables; in both cases, articles
prepared by expert researchers.
In the same way, research works and existing theses in the repositories of the universities
of Peru and the world have been considered, using criteria similar to those indicated
above for their search, taking into account the variables under study.
In this review, the descriptive analytical method was applied in the search for
information, identifying and reviewing article by article, by reading and identifying
strategies used by the authors to improve the participation of parents in the education
process of initial education students. At the same time, the deductive method was used,
which is characterized by starting from the generality of the content of the article and
reaching the specificity of the relevant content to be considered in this research.
According to this nature, the result was a review article, not original, not experimental,
with a quantitative approach.
The target audience for this research corresponds mainly to professionals who work as
teachers in initial education and to parents of initial education students, being able to
extend to teachers of basic and higher education, university and non-university,
postgraduate students of the university, in order to enhance the skills to propose
improvement plans for the participation of parents in the educational process of initial
education students.
The limitations in this research are related to the databases, not having been possible
to consider all those that currently exist.
Results
The results of the analysis of the articles, indicate that the researchers show an interest
in addressing the issues related to child neurodevelopment and the participation of
parents in the educational process of their children.
Sánchez et al. (2016) investigated the relationship between the parents’ participation
and expectations about their children’s school education in the context of a public
school in southern Chile: “Demonstrating that both variables are key in the educational
process of children, there is evidence of a direct relationship with learning outcomes. A
mixed sequential-explanatory design was used” (p. 347). From the results obtained, this
authors also state that there is the challenge of facing the barriers that hinder the
participation of parents from home, and this difficulty can be addressed with the design
of participation spaces compatible with the working hours of parents.
Child Neurodevelopment and Parental Involvement in the Educational Process
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
April - June 2021. e-ISSN 2550-6862. págs 46-62
52
Research by Boonk et al. (2018), discusses the progress made in the last decade,
regarding parental participation and its correlation with academic performance. They
divide their analysis into three sections based on age: early childhood education,
elementary school, and middle school and beyond. Regarding the participation
indicators, the authors point out (Table 1):
Table 1.
Participation indicators
Parental Involvement Dimension
Indicators
Participation in the home
Educational expectations/aspirations
Assessment of education/academic
achievement
Read with children
Educational trips (going to the library or
museum)
Academic pressure/control
Participation in learning activities at home
Homework assistance/help
Discussions between parents and children
about school experiences
Parent-child discussions on course/program
selection
Parent-child discussions about post-
secondary plans
Parental support/encouragement in
learning
Rules for setting parental/TV limits
Participation in school
Attendance at Parent Teacher Association
(PTA) meetings
Volunteering at school
Visiting the classroom
Attendance at school or class events
Participation in school functions (such as
being a member of the PTA)
Communication between parents and
teachers about academic performance
Jannet Alicia Sialer Alarcón*, María del Pilar Bustamante de Ordinola
!
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
April - June 2021. e-ISSN 2550-6862. págs 46-62
53
Communication between parents and
teachers about problems or difficulties in
school
Fuente: Información obtenida de Boonk et al., 2018.
For their part, Gutiérrez & Ruiz (2018), reliably demonstrate that the neurological
development of children is mainly determined by the social context in which they
develop. Their findings confirm that it is not only children’s centers that trigger
neurological development; furthermore, the social, economic and cultural context in
which the child develops provides and generates stimuli to promote said development.
For this reason,
it is essential to highlight the fundamental and forceful role of development
education, highlighting at all times its constant link; it should be emphasized
that education is a social responsibility, composed of various factors and in
partnership with various educational agents, who must create adequate
stimuli under favorable conditions to enhance development, taking as a
starting point the central activity that directs said course. (Gutiérrez & Ruiz,
2018, p. 47)
The statistical results obtained in the present study show how the immediate context
affects or favors the neurological development of children.
Hornby & Blackwell (2018), in order to provide an update on the 2011 article (model
that discussed four types of barriers to establishing effective parental involvement in
education: individual parental and family barriers; child factors; teacher-parent factors
and social factors), and the current situation with regard to parental involvement, a
small-scale study was conducted with 11 primary schools in the UK. The results indicated
that while the above factors were still important, the pressure on parents due to
decreased support for families from outside agencies and services means that schools
are developing broader roles in supporting children.
Bezenkova et al. (2018), in their research shows that the place and role of the family in
the process of preparing the child for school has been proven. An empirical study is
described, the purpose of which was to determine the family’s idea of the core of the
child’s school preparation process and the subjects involved in this process. The results
of the study showed that parents do not trust their abilities, they are more likely to
believe that they will not be able to prepare their child by themselves. The results
obtained confirm the need to develop social cooperation between educational
institutions in the process of preparing the child for school with the mandatory inclusion
Child Neurodevelopment and Parental Involvement in the Educational Process
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
April - June 2021. e-ISSN 2550-6862. págs 46-62
54
of the family as a social institution in this process. Social cooperation between preschool
educational institutions, general schools and families to prepare the child for school.
For his part, Moreno (2018) highlights the importance of the availability of management,
coordination and teachers to keep their knowledge up to date about children and to
assess the role of parents in the child’s education. In addition to that, it is essential to
guarantee the participation of parents in the school, that teachers have the ability to
speak, listen and learn with them, many times getting rid of the mistaken idea that their
professional knowledge overlaps the knowledge of the family. In this way, it is hoped
that together, the school and the family can join forces in defense of an education that
respects the right of the child to live their childhood with dignity, enjoying what is their
right: family coexistence and early childhood education.
Sarmiento & Zapata (2014), refer that in recent years, for example, the relevance of the
interaction between the family and the school has been reflected mainly in the effects
on the performance and learning outcomes of students, as in the results of the SERCE
and PISA international exams. Based on the bibliographic review of theoretical models
and factors related to family participation, the authors propose a conceptual model
where participation in school should be understood as work that involves the student,
the family and the school, and the community in four dimensions: (i) help the family with
the academic experience of the students; (ii) communication between family and school;
(iii) family participation in governance and school activities; and (iv) community
integration to support students’ academic experience. This conceptual model proposal
was validated through a qualitative analysis of the data from the Niños del milenio
longitudinal study in Peru (third round).
Pereira & Rivas (2019), highlights in relation to his research, the imminent need to
involve the family in school activities, to the extent that this relationship is strengthened,
the conditions are more favorable for the success of boys and girls in the educational
process. Discussion and dialogue with parents should be encouraged in the school
environment. The existence of difficulties contributed to the distance between the
family and the school. The first due to the lack of time corroborated by many parents
and the second for having support tools to support the lifestyles of the families of their
students. In this section the analysis of the works under the quantitative approach
developed in the countries of Uruguay, Ecuador and Peru is carried out.
Parental styles from the perspective of parents and children, influence daily educational
practices as it manifests itself in their autonomy and control of emotions. Capano,
González & Massonnier (2016) in an research carried out in Montevideo (Uruguay), they
Jannet Alicia Sialer Alarcón*, María del Pilar Bustamante de Ordinola
!
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
April - June 2021. e-ISSN 2550-6862. págs 46-62
55
captured the bidirectionality and the perception of parents and children about
parenting styles, and their influence on school behaviors and the process of their
learning, concluding that parental relational styles charge more meaning if the different
contexts in which both parents and children live and develop are also taken into
account, since these contexts can reinforce or contradict these styles.
Likewise, we found in the city of Quito (Ecuador) the researchers Echeverría & Jazmín
(2018) that carried out a study that determines the relationship between permissive
parents and the school performance of students of regular basic education. Through a
positivist paradigm and a quantitative methodology of descriptive level and
correlational type, they used the survey technique, with its instrument the questionnaire,
to analyze the relationship between permissive parents and school behavior, concluding
that the higher the behavior of permissive parents, the lower the school performance
and vice versa, which corroborates both the contributions of the theory on the subject
and that found by other previous field studies, and the educational processes are
revalidated as the first positive or negative effect on school performance.
It is an applied research of pre-experimental design carried out in the city of Lima (Peru)
by the researcher Paliza (2019) determined the application of the program “School and
Family Together” executed in the Initial Educational Institution No. 068 of the district
of El Agustino, jurisdiction belonging to UGEL 05, department of Lima; it has an effect
on the integral development of the student of the II cycle of initial education. This
program consists of a series of activities with parents, the purpose of which is to
promote their active participation for the benefit of the integral development of their
sons and daughters.
Addressing the general problem that is the absence of the father of the family in the
educational process, quantitative research was analyzed that expanded the panorama
about the figures and percentages in which these problems occur. Thus we find Rosero
(2017) in the city of Guayaquil (Ecuador) who carried out a descriptive, applied research,
shows us through methodological tools that the absence and lack of parental care
affects the behavior and learning of students. The objective of the research is to be able
to reverse through an awareness plan and the use of tools the situation of lack of
attention of parents towards their children and thus improve behaviors and learning.
From the analysis of the articles with a qualitative approach developed in the countries
of Venezuela, Chile, Ecuador, Peru and Spain.
Cóndor & Remache (2018), in their research, investigates the views of principals and
teachers about educational quality and the main difficulties facing education today. It
Child Neurodevelopment and Parental Involvement in the Educational Process
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
April - June 2021. e-ISSN 2550-6862. págs 46-62
56
also evaluates the performance of the teacher in the classroom, through observation of
the class and permanent pedagogical reflection of the teaching processes in the
classroom. The results obtained allowed us to know the real strengths and weaknesses
existing in teaching.
López & Guaimaro (2016) carry out a qualitative research carried out in Caracas
(Venezuela), where information is collected about how the family is a determining factor
in the development of the child both at home and in schools. The research is based on
theories that describe how this development that begins in families evolves. Thus,
Bronfenbrenner Ecological Theory of Development, the Attachment Theory developed
by John Bowlby and Albert Bandura's Theory, show us the reality of families and the
importance of the participation of parents in the educational process of their children
to so that they have more and better learning. The contribution that this research gives
us with respect to the role of the parent in improving learning is that the performance
of parents in the education of their children is unquestionable, recognizing the
importance of the participation of parents in the educational process.
In the analysis of the qualitative indexed journal reports, we find Razeto (2016) who, in
his research carried out in Valdivia (Chile), postulates the need to think about creating
new strategies to achieve the participation of parents in the education of their children,
through an analysis of the benefits and forms of parental participation to promote a link
between family and school using home visits as an instrument for collecting information.
This research provides us with the need to carry out national empirical studies and to
be able to use instruments such as home visits to justify the effectiveness in the best of
the family-school alliance practices through the promotion of this technique and others.
We know that the participation of parents through Parent Schools is of vital importance
to improve educational quality because it creates community and generates solidarity
between families and the school. It serves as a space to share competencies and
experiences to learn from them. It promotes the commitment of parents to get involved
in the lives of their children. Through research, this conception has been strengthened
and demonstrated its importance in improving learning, as supported by Cano (2015)
in Madrid (Spain), by specifying that the general objective of the research carried out of
a descriptive non-experimental type formulated that the general objective had been to
inquire about the training processes of the Schools of Parents from the perspective of
its members: participating parents and professional staff, in order to propose
improvement guidelines in the development of these Schools to promote the exercise
of shared responsibility between the family and the school.
Jannet Alicia Sialer Alarcón*, María del Pilar Bustamante de Ordinola
!
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
April - June 2021. e-ISSN 2550-6862. págs 46-62
57
The authors Guzmán, Bastidas & Mendoza (2019) in Ecuador analyze through their
research that has a mixed approach, the role of the family as the main socializing entity
that favors the emotional development of the child, ensuring a personal and social
identity. Teaching at home is complex because it generates anxiety in families as they
see themselves vulnerable in fulfilling the role established by society and by the
vocation of being parents. For the foundation of this research, a theoretical framework
of the two variables was approached using observation and survey techniques. From
the results it is concluded that parents contribute to the integral growth of their children
by providing the necessary and conducive environments for the quality of learning.
Discussion
This research was carried out on a meticulous review of articles that analyze the scientific
production on parent participation, based on child neurodevelopment, it was found that
the participation of parents in the educational process of their children, constitutes a
fundamental pillar to strengthen the family-school link and improve the teaching and
learning process of children. What we have to understand that there is a direct
relationship between the categories of analysis. It can be seen that the participation of
parents efficiently affects the educational process of their children, they tend to be
related to good performance in the teaching-learning process, experiencing
improvements in the exchange of information (communication) as well as intervention
in activities (participation). In general terms, the authors consulted agree that the
participation of parents, based on the understanding of child neurodevelopment,
generates positive benefits in the educational process of their children and improves
the teaching-learning process. It is advisable to continue with the review of this type of
articles to increase and improve the participation of parents in the education of their
children, being an active support for the improvement of learning. Thus, the
participation of parents brings essential contributions to school development in
addition to fostering a favorable environment for child development.
Conclusions
In this work, it was identified that the participation of parents in the educational process
of initial education students is essential to achieve educational objectives. Likewise, the
responsibility of the family in the quality of their children’s education was identified. In
this regard, it was possible to identify that the families more involved with the school
and more committed to education have children with a better performance than those
families that are not. In the same way, it allowed to identify that addressing this
relationship between the participation of parents and the improvement in the
educational process of their children, could give positive results in the improvement of
the quality of learning of children and adolescents.
Child Neurodevelopment and Parental Involvement in the Educational Process
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
April - June 2021. e-ISSN 2550-6862. págs 46-62
58
In this sense, it was identified that involving families in children’s education is a shared
responsibility among educational authorities, where teachers assume a leading role.
Finally, it is recommended to develop strategies that allow the family to be actively
incorporated into the educational process of their children.
…………………………………………………………………………………………….
References
Anabalón, M. et al. (2008). Family commitment
towards Primary school children’s
performance in Chillán city. Horizontes
Educacionales, 13(1), 11-21.
Bezenkova, T. A., Oleinik, E. V., & Andrienko,
O. A. (2018). Pre-school education
establishments, comprehensive
schools and family’s social partnership
in child’s preparation for school.
Perspectives of science and education,
35(5), 127-135.
https://doi.org/10.32744/pse.2018.5.1
4
Boonk, L. et al. (2018). A review of the
relationship between parental
involvement indicators and academic
achievement. Educational Research
Review, 24, 10-30.
Cabrera, V. et al. (2017). Funciones ejecutivas
centrales: fundamentos para el
desarrollo en la primera infancia. San
José, Costa Rica: Universidad de Costa
Rica.
Cano, M. (2015). Sentido y fundamento de las
Escuelas de Padres y Madre. Madrid,
España: Universidad Complutense de
Madrid.
Capano, A., González, M., & Massonnier, N.
(2016). Parental relational styles: A
study with adolescents and their
parents. Revista de Psicología, 34(2),
412-444.
Jannet Alicia Sialer Alarcón*, María del Pilar Bustamante de Ordinola
!
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
April - June 2021. e-ISSN 2550-6862. págs 46-62
59
Cóndor, B., & Remache, M. (2018). The
managerial and educational
performance as an opportunity to
improve the educational quality.
Revista Cátedra, 2(1), 108-122.
Corvalán, J., & McMeekin, R. (Eds.). (2006).
Accountability educacional:
posibilidades y desafíospara América
Latina a partir de la experiencia
internacional. Santiago de Chile, Chile:
CIDE, PREAL.
Echeverría, A., & Jazmín, V. (2018). Padres
permisivos y su relación con el
rendimiento escolar de los estudiantes
del séptimo grado Unidad Educativa
“Teodoro Wolf”, Santa Elena, 2018.
Trujillo, Perú: Universidad César
Vallejo.
Frith, U. (2005). Teaching in 2020: The impact
of Neuroscience. Journal of Education
for Teaching, 31(4), 289-291.
González Cid, C. A. (2018). Prácticas docentes
y neuroeducación. Análisis del
conocimiento sobre neuroeducación
en profesores que imparten la
asignatura de Ciencias Naturales en
Educación General Básica.
http://repositorio.udec.cl/jspui/handle
/11594/3225
Gutiérrez, S., Ruíz, M., & Ávila, N. (2016).
Comparative study of the
neurodevelopment in basic education
and preschoolerchildren. RECIE.
Revista Electrónica Científica de
Investigación Educativa, 3(1), 613-621.
Gutiérrez, S., & Ruiz, M. (2018). Impact of initial
and preschool education in children’s
neurodevelopment. IE Revista de
investigación educativa de la
REDIECH, 9(17), 33-51.
Child Neurodevelopment and Parental Involvement in the Educational Process
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
April - June 2021. e-ISSN 2550-6862. págs 46-62
60
Guzmán, K., Bastidas, B., & Mendoza, M.
(2019). Study of the role of parents in
the emotional life of their children.
Revista de Investigación Apuntes
Universitarios, 9(72), 61-72.
Hornby, G., & Blackwell, I. (2018). Barriers to
parental involvement in education: an
update. Educational Review, 70(1),
109-119.
López, G., & Guaimaro, Y. (2016). El rol de la
familia en los procesos de educación y
desarrollo humano. IXAYA. Revista
Universitaria de Desarrollo Social, III,
31-55.
Martínez, F. (2010). Neurociencias y educación
inicial. Ciudad de México, México:
Trillas.
Martínez, Y., Salvador, J., Delgado, A., & Cruz,
F. (Eds.). (2015). NEURODESARROLLO
INFANTIL: DIVERSAS
APROXIMACIONES TEÓRICAS Y
APLICATIVAS (1ra edición). AGLI
Editorial.
Medina, M. et al. (2015). Child
neurodevelopment: normal
characteristics and warning signs in
children under five years. Revista
Peruana de Medicina Experimental y
Salud Publica, 32(3), 565-573.
Ministerio de Educación. (2015). Rutas del
aprendizaje. Lima, Perú: Ministerio de
Educación.
Moreno, G.L. (2018). The school-family
relationship and the pedagogical
work’s organization in children’s
education. RIAEE. Revista Ibero-
Americana de Estudos em Educação,
Araraquara, 13(3), 1193-1209.
Paliza, Y. (2019). Aplicación del Programa
Familia y Escuela juntos y su influencia
Jannet Alicia Sialer Alarcón*, María del Pilar Bustamante de Ordinola
!
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
April - June 2021. e-ISSN 2550-6862. págs 46-62
61
en el aprendizaje integral de los
estudiantes de la Institución Educativa
Inicial 068 del distrito de El Agustino
de la Unidad de Gestión Educativa
Local N° 05 – Lima. Azogues, Ecuador:
Universidad Nacional de Educación.
Parra, J., Rodríguez, L., & Chinome, J. (2016).
Children neuropsychological
assessment in preschoolers.
Universidad y Salud, 18(1), 126-137.
Pereira, G., & Rivas, J.I. (2019). Fathers and
mothers: indispensable actors for
children’s academic success. Educação
Unisinos, 23(3), 471-487.
Razeto, A. (2016). Strategies to promote the
participation of parents in the
education of their children: the
potential of home visit. Estudios
Pedagógicos, 42(2), 449-462.
Reveco, O. (2000). La participación de la
familia en la educación parvularia en el
contexto de las reformas. In Encuentro
Familia Escuela, Pontificia Universidad
Católica de Valparaíso, Valparaíso,
Chile.
Rosero, A. (2017). El cuidado de los padres de
familia y su repercusión en el
comportamiento agresivo de los
estudiantes de 7° de básica del
campamento educativo Tránsito
Amaguaña de la ciudad de Guayaquil
en el periodo lectivo 2017. Guayaquil,
Ecuador: Universidad Laica Vicente
Rocafuerte.
Sánchez Oñate, A., Reyes Reyes, F., &
Villarroel Henríquez, V. (2016).
Participación y expectativas de los
padres sobre la educación de sus hijos
en una escuela pública. Estudios
Pedagógicos (Valdivia), 42(3), 347-367.
https://doi.org/10.4067/S0718-
07052016000400019
Child Neurodevelopment and Parental Involvement in the Educational Process
Espirales. Revista multidisciplinaria de investigación científica, Vol. 5, No. 37
April - June 2021. e-ISSN 2550-6862. págs 46-62
62
Sarmiento, P., & Zapata, M. (2014). Modelo
conceptual sobre la participación de la
familia en la escuela: un estudio
cualitativo en cuatro localidades del
Perú. Lima, Perú: GRADE.
Shonkoff, J., Boyce, W., & McEwen, B. (2009).
Neuroscience, molecular biology, and
the childhood roots of health
disparities: building a new framework
for health promotion and disease
prevention. JAMA, 301(21), 2252-
2259.
Tudela, J.M. (2017). Neurodesarrollo y
educación: el futuro. Ciudad de
México, México: Amoxtli S.A. de C.V.
UNESCO. (2004). Participación de las familias
en la educación infantil
Latinoamericana. Santiago de Chile,
Chile: CIDE.
UNICEF. (2016). Problemas de la educación
inicial en los países latinoamericanos.
Ciudad de Panamá, Panamá: UNICEF.
