Family–Preschool Partnership as A Factor in The Development of Social Competence Among Children Aged 5–7: A Conceptual Framework

Authors

Mirxalikov Bobur Zikrilloyevich

Independent Researcher at Chirchik State Pedagogical University, Uzbekistan

DOI:

https://doi.org/10.37547/pedagogics-crjp-07-09-11

Keywords:

Family involvement parent–teacher partnership social competence

Abstract

This conceptual study examines family–preschool partnership as a multidimensional relational factor in the development of social competence among children aged 5–7. Drawing on recent research in early childhood education, developmental psychology, family engagement, and teacher–child relationships, the study integrates five interconnected components: family involvement, parent–teacher partnership, preschool relational environment, teacher–child relationship, and child social competence. The proposed framework assumes that family involvement may contribute to children’s social competence through direct and relational pathways, particularly through communication, trust, reciprocity, coordinated expectations, and supportive interactions. Parent–teacher partnership is positioned as a relational mechanism, while the preschool relational environment and teacher–child relationship represent increasingly proximal contexts for children’s social learning. The framework also recognizes reciprocal and moderating processes associated with child temperament, family characteristics, and patterns of parental involvement. Seven propositions (P1–P7) are formulated to guide future empirical testing using longitudinal, structural equation, multilevel, and multi-informant approaches.

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Mirxalikov Bobur Zikrilloyevich. (2026). Family–Preschool Partnership as A Factor in The Development of Social Competence Among Children Aged 5–7: A Conceptual Framework. Current Research Journal of Pedagogics, 7(09), 87–101. https://doi.org/10.37547/pedagogics-crjp-07-09-11

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