Introduction:

The first will give an account of the perceptions about initial education and its relationship with the family and school environments and how they affect school performance in childhood. The second chapter refers to the studies related to the responsibilities and obligations of the family and the school in the educational accompaniment of children and finally a section is developed that investigates the educational accompaniment strategies in the family and school context.

Objective:

To carry out a bibliographic review on the strategies of educational and family support and their impact on the formative process in childhood.

Methodology:

The privileged approach is qualitative based on a document review strategy. An analytical study of research articles is presented, which shows the degree of deepening that the subject has had in recent times.

Result:

Lack of support strategies in the family environment that are successful and favor the educational process of children.

Conclusion:

Government institutions continue to focus on family and school ties, but reality shows a gap between them that indirectly affects the educational process in childhood.

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