<![CDATA[This study aims to analyze the implementation of parenting class programs as a strategy for strengthening school-family communication in early childhood education settings. The study employed a narrative literature review of relevant studies on family involvement in early childhood education. The findings indicate that parenting class programs are oriented toward three main dimensions: educational, collaborative, and communicative. These programs are implemented through parenting seminars, visit my home activities, parent gatherings, counseling sessions, and the use of digital media, all of which contribute to improving parenting knowledge, strengthening school–family partnerships, and promoting effective two-way communication between teachers and parents. The scientific contribution of this study lies in integrating Epstein’s and Hornby’s models of parental involvement as a conceptual framework for developing parenting programs that are participatory, adaptive to digital developments, and aligned with policies on family involvement in education. This integration represents the novelty of the study by offering a comprehensive approach to sustainably strengthening school–family communication in early childhood education.]]>
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