This article reviews research on the management of school–family collaboration in the care, nurturing, and education of children at private preschools using a structured narrative review of relevant domestic and international literature. The findings highlight broad agreement on the importance of school–family relationships, two-way communication, and meaningful parental engagement, while also revealing tensions regarding the quality of participation, parental expectations, professional autonomy, transparency, and children’s data protection. Thereby, the article proposes a six-component analytical framework comprising management actors, objectives, contents, collaboration methods, enabling conditions, and monitoring–improvement to promote educational relationship governance centered on children’s development, rights, and best interests.