<![CDATA[childhood through a critical review of three studies highlighting the roles of family, teachers, and schools as primary agents of socialization. The study employs a critical review method with a descriptive qualitative approach, involving article selection, content analysis, and thematic synthesis grounded in the sociology of education. The findings show that speech delay significantly affects children’s ability to interact, including difficulties in understanding instructions and forming social relationships. Teachers also play a strategic role in instilling social values such as discipline, empathy, and cooperation through habituation and modeling. In addition, scaffolding strategies within inclusive learning environments are shown to be effective in improving children’s social interaction, particularly in inclusive early childhood settings. The synthesis of the three studies affirms that children’s social development results from a multidimensional interaction between individual capacity, family communication patterns, and the quality of the learning environment. This review underscores the importance of family school synergy and responsive pedagogical strategies to optimize early childhood socialization]]>
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