Experiencias parentales en el periodo de adaptación en Educación Infantil: percepciones, apoyos y recomendaciones
Mónica Gutiérrez-Ortega – Universidad de Valladolid - ORCID
Natalia García Redondo – Universidad de Valladolid - ORCID
Roberto Hernández-Soto – Universidad de Valladolid - ORCID
Resumen
El periodo de adaptación escolar es decisivo para el bienestar socioemocional infantil y la colaboración escuela–familia. Este estudio describe las experiencias parentales durante dicha transición mediante un estudio de caso con diseño mixto secuencial explicativo en un centro de Educación Infantil. Participaron 24 progenitores seleccionados por muestreo intencional. En la fase cuantitativa se administró un cuestionario estructurado para valorar la información y el acompañamiento recibidos, así como la organización de tiempos y espacios; en la fase cualitativa se realizaron entrevistas semiestructuradas a una submuestra para profundizar en vivencias, necesidades y propuestas. La integración de ambas fases mediante joint display permitió contrastar convergencias y matices. Los resultados indican valoraciones favorables de la comunicación y del dispositivo organizativo; las narrativas subrayan la importancia de la comunicación anticipada, la disponibilidad docente y las relaciones positivas entre iguales y familias, junto con dificultades iniciales de rutinas en algunos casos y la conveniencia de entradas graduales y apoyos visuales o lingüísticos. Se recomienda reforzar una comunicación proactiva y secuenciada (antes–durante–después), individualizar pautas según las características del niño y explicitar expectativas con materiales breves y accesibles. Los hallazgos ofrecen orientaciones prácticas y abren líneas de evaluación en contextos reales.
Palabra clave: Adaptación escolar
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