María Cecilia Mera-Carranza, Diana María Vera-Celi, Kerly Wendy Morales-Muñoz, Sully Idalia Quimí-Domínguez, Julia Cristina Giron-Sotomayor
This article analyzes teachers' perceptions of the integration of entrepreneurship projects as an innovation strategy to strengthen family participation in early childhood education. An exploratory international literature review was conducted, based on a systematic search of specialized databases between 2015 and 2025, with inclusion criteria focused on early childhood educators, experiences of entrepreneurial education, and their link to family engagement. The selected studies underwent critical screening, quality assessment, and reflective thematic analysis, which allowed for the identification of patterns of meaning, facilitators, barriers, and conditions for implementation. The results show that teachers value these projects as catalysts for child motivation, the development of cross-curricular skills, and the strengthening of home-school ties, provided that institutional support, authentic experiences, and co-design with families are in place. At the same time, obstacles linked to the perception of pedagogical risk, work overload, and sociocultural inequalities that limit equitable family participation are evident. It is concluded that entrepreneurially oriented projects can act as devices for cultural intermediation between the classroom and the community, but they require organizational, relational, and teacher training frameworks that guarantee their sustainability and relevance contextual.