The image of preschool education institutions has gained significance as early childhood education is acknowledged not merely as a social service but also as a strategic investment in human capital. In numerous nations, preschools function within a competitive and information-rich landscape where parents diligently compare institutions, solicit opinions on social networks, and assess the quality of educational services through both firsthand experience and mediated perceptions. This article analyzes the influence of public relations (PR) on the perception of preschool educational institutions, utilizing principles from public relations theory, educational administration, and early childhood education. The research is founded on a narrative review and theoretical examination of literature concerning school-family communication, institutional reputation, relationship management, and strategic communication in education. The article defines the image of a preschool institution as a complex idea that includes cognitive ideas about safety and quality, emotional judgments about trust and warmth, and plans to do things like enroll, be loyal, and spread the word. Some people say that PR in the preschool sector is more than just advertising or simple information campaigns. Instead, it is a strategic, two-way communication process that connects the values and practices of the institution with the expectations of parents and the norms of the community. Good public relations includes clear information, two-way communication, and activities that help build relationships that support the institution's credibility and legitimacy. The article concludes that professional, ethically grounded public relations is an essential asset for preschool institutions aiming to improve their public image, foster collaboration with families, and exhibit social responsibility. It also suggests avenues for further empirical research in this inadequately examined domain.  

Public relations, preschool education, institutional image

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