Parents play a central role in supporting the early learning that positions young children for success when they enter formal schooling. For this reason, efforts to engage families in meaningful collaboration is a long-standing goal of high-quality early childhood education (ECE). Family–school engagement can take multiple forms; in this review, we focus on universal preschool-based outreach strategies that help parents support growth in child social-emotional and self-regulation competencies and prepare them for the transition into formal schooling. Recent research has expanded understanding of the neurodevelopmental processes that underlie child school readiness, and the impact of parenting (and the social ecology affecting parenting) on those processes. These new insights have fueled innovation in preschool-based efforts to partner with and support parents, expanding and shifting the focus of that programming. In addition, new approaches to intervention design and delivery are emerging to address the pervasive challenges of reaching and engaging families, especially those representing diverse racial, ethnic, cultural, and socioeconomic backgrounds. This paper reviews developmental research that underscores the importance of prioritizing child social-emotional learning (with attention to self-regulation and approaches to learning) in universal preschool-based parenting programs targeting young children. We highlight the intervention strategies used in programs with strong evidence of impact on child readiness and school adjustment based on randomized controlled trials (RCTs). New directions in intervention design and delivery strategies are highlighted, with the hope of extending intervention reach and improving family engagement and benefit.

父母在支持早期学习方面发挥着核心作用，帮助幼儿在进入正规学校时取得成功。因此，努力让家庭参与有意义的合作是高质量幼儿教育 (ECE) 的长期目标。家庭与学校的参与可以采取多种形式；在本次审查中，我们重点关注基于学前教育的普遍推广战略，帮助家长支持儿童社交情感和自我调节能力的发展，并为他们过渡到正规学校做好准备。最近的研究扩大了对儿童入学准备基础的神经发育过程以及养育方式（以及影响养育方式的社会生态）对这些过程的影响的理解。这些新见解推动了学前班与家长合作和支持的创新，扩大和转移了该项目的重点。此外，正在出现新的干预设计和实施方法，以解决接触和吸引家庭的普遍挑战，特别是那些代表不同种族、民族、文化和社会经济背景的家庭。本文回顾了发展研究，这些研究强调了在针对幼儿的普遍学前教育育儿计划中优先考虑儿童社交情感学习（关注自我调节和学习方法）的重要性。我们重点介绍了项目中使用的干预策略，这些策略基于随机对照试验 (RCT)，有强有力的证据表明对儿童准备和学校适应有影响。强调了干预设计和实施策略的新方向，希望扩大干预范围并提高家庭参与度和福利。