Preschoolers' Socialisation at the Intersection of Educational Multi-Environments  and Kindergarten-Family Partnership

Diana ANTOCI; Vasilica ANDRASCIUC BIRTOK

doi:10.35219/across.2026.2.03

Diana ANTOCI f Psychopedagogy and Special Psychopedagogy, “Ion Creanga” State Pedagogical University of Chisinau, Republic of Moldova
Vasilica ANDRASCIUC BIRTOK Preschool teacher, PhD, Romania

DOI: https://doi.org/10.35219/across.2026.2.03

Keywords: preschoolers’ socialisation, educational partnership, kindergarten-family collaboration, formal education, non-formal education, informal education, prosocial behaviour, social competence, early childhood development.

Abstract

The socialisation of preschoolers is a multidimensional process requiring an integrated approach. This
article advances an original conceptual model that synchronises formal, non-formal, and informal
educational settings. Moving beyond traditional boundaries, the study explores how the partnership
between educators and parents acts as a catalyst for social competence. By introducing specific
structural figures and definitions, the research demonstrates that structured collaborative interventions
significantly enhance rule compliance and prosocial behaviour in children aged 4-6.
The findings demonstrate that this integrated, collaborative approach, implemented through the
structured kindergarten-family partnership, significantly enhances preschoolers’ social competencies.
Children not only acquired and consolidated knowledge of social rules and group behaviour but also
developed positive character traits, relational skills, and cooperative behaviours. This synergy
between educational settings and active parental involvement proved pivotal in fostering responsible
and prosocial conduct.