This extended academic preprint presents a critical and comprehensive analysis of Parental Involvement and the Development of Early Literacy Skills within the context of Infantil education. Through a systematic review of contemporary empirical literature (2020-2025), we evaluate the historical evolution, principal pedagogical frameworks, and measurable outcomes of this topic. Our analysis involves over 60 core scientific records and addresses the multifaceted challenges of scalability, ethical data usage, and teacher agency. The results indicate a significant positive impact on both cognitive and social-emotional outcomes, moderated by socioeconomic status and institutional readiness. We propose an integrated framework for the implementation of Parental Involvement and the Development of Early Literacy Skills that balances scientific rigor with the flexibility required for real-world classrooms.