This study aimed to analyze the co-parenting in parents of babies aged between three and eight months, indicative of insertion difficulties in school for early childhood education. We conducted an exploratory and descriptive study with qualitative data analysis method. Four pairs of parents, aged 26 and 40, whose babies entered school for early childhood education right after the end of maternity leave, answered a sociodemographic questionnaire and a semi-structured interview. The results show characteristic of modern reflections at this point, as the difficulties of families to rely on a network of support and appreciation of the needs or interests of mothers to help the family income, justifying the early entry of babies at school. As for co-parenting, stands out among the parents an effective division of labor and the care sharing with their children, but the school inclusion process are still mothers major participants, which shows a heterogeneity in these processes.
School age children; parent school relationship; early childhood education
