Keeping Connected: Exploring the Potential of Social Media as a New Avenue for Communication and Collaboration in Early Childhood Education

Autor/inn/en	Fan, Si; Yost, Helen
Titel	Keeping Connected: Exploring the Potential of Social Media as a New Avenue for Communication and Collaboration in Early Childhood Education
Quelle	In: International Journal of Early Years Education, 27 (2019) 2, S.132-142 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fan, Si)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2018.1454301
Schlagwörter	Social Media; Early Childhood Education; Family Involvement; Asynchronous Communication; Teacher Attitudes; Parent Attitudes; Early Childhood Teachers; Child Caregivers; Parent Teacher Cooperation; Confidentiality; Foreign Countries; Young Children; Adoption (Ideas); Usability; Time Management; Australia + Suchen Sie Ihr Suchwort? Soziale Medien; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerverhalten; Elternverhalten; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Ausland; Ideas; Ideenfindung; Zeitmanagement; Australien
Abstract	Parent and family engagement has long been a significant element in early childhood (EC) education. Lack of family involvement can lead to a number of consequences in children's physical and emotional development. However, attempts and strategies used by early learning centres and childcare centres to resolve this issue are often unsuccessful. Face-to-face interactions as the traditional way of communication are becoming inadequate due to parents and families' busy schedules. Through interviews with 17 participants, including EC professionals and parents, from three childcare centres in Northern Tasmania, Australia, the project being reported in this paper explored the readiness of the two stakeholder groups to use social media tools to facilitate better communication, collaboration and family involvement. Findings of the research revealed an interest in adopting social media tools by both EC professionals and parents. Concerns were also expressed from a number of aspects, such as confidentiality and time constraints. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01